Looking For Pythagoras The Pythagorean Theorem PDF

8cmp06te_LPTOC.
qxd 2/9/06 2:50 PM Page viii
Looking For Pythagoras

The Pythagorean Theorem
Unit Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Goals of the Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Developing Students’ Mathematical Habits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Mathematics of the Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Summary of Investigations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Mathematics Background. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Content Connections to Other Units . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Planning for the Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Pacing Suggestions and Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Pacing for Block Scheduling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Program Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Assessment Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Ongoing Informal Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Formal Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Correlation to Standardized Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Launching the Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Introducing Your Students to Looking for Pythagoras . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Using the Unit Opener . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Using the Mathematical Highlights . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
1 Coordinate Grids . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Mathematical and Problem-Solving Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Summary of Problems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
1.1 Driving Around Euclid: Locating Points and Finding Distances . . . . . . . . . . . . . . . . . . . . . 17
1.2 Planning Parks: Shapes on a Coordinate Grid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
1.3 Finding Areas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Answers to Applications—Connections—Extensions . . . . . . . . . . . . . . . . . . . . . . . . 31
Possible Answers to Mathematical Reflections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
viii Looking For Pythagoras

8cmp06te_LPTOC.qxd 2/9/06 2:50 PM Page ix
2 Squaring Off . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
2.1 Looking for Squares . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
2.2 Square Roots . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
2.3 Using Squares to Find Lengths . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
3 The Pythagorean Theorem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

3.1 The Pythagorean Theorem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
3.2 A Proof of the Pythagorean Theorem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
3.3 Finding Distances . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
3.4 Measuring the Egyptian Way: Lengths That Form a Right Triangle. . . . . . . . . . . . . . . . . 65
4 Using the Pythagorean Theorem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73

4.1 Analyzing the Wheel of Theodorus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
4.2 Stopping Sneaky Sally: Finding Unknown Side Lengths . . . . . . . . . . . . . . . . . . . . . . . . . 79
4.3 Analyzing Triangles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
4.4 Finding the Perimeter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
Answers to Looking Back and Looking Ahead . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
Blackline Masters
Labsheets for Students
Dot Paper. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
Centimeter Grid Paper . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
1.1, 1.2, 1.3, 1ACE Exercises 15–25 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
2.1, 2.3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
3.2A–C, 3.3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
4.1, 4.4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
At a Glance Teacher Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
Table of Contents ix
8cmp06te_LPUO.qxd 2/9/06 9:03 AM Page 2
Looking for Pythagoras

The Pythagorean Theorem
Goals of the Unit

• Relate the area of a square to the side length • Understand and apply the Pythagorean
Theorem
• Estimate the values of square roots of whole
numbers • Use the Pythagorean Theorem to solve
everyday problems
• Locate irrational numbers on a number line
• Develop strategies for finding the distance
between two points on a coordinate grid
Developing Students’ Mathematical Habits

The overall goal of Connected Mathematics is to • What are the quantities in this problem?
help students develop sound mathematical habits.
Through their work in this and other geometry • How can I estimate the square root of a
number?
units, students learn important questions to ask
themselves about any situation that can be • How can I find the length of something
represented and modeled mathematically, such as without directly measuring it?
• Is it appropriate and useful to use the

Pythagorean Theorem in this situation? How
do I know this?
• Do I need to find the distance between two
points?
2 Looking for Pythagoras

INTRODUCTION
Overview Investigation 3
In Looking for Pythagoras, students explore two The Pythagorean Theorem
important ideas: the Pythagorean Theorem and Students develop and explore the Pythagorean
square roots. They also review and make Theorem. They then investigate a geometric puzzle
connections among the concepts of area, distance, that verifies the theorem, and they use the
and irrational numbers. theorem to find the distance between two points
Students begin the unit by finding the distance on a grid. In the last problem, they explore and
between points on a coordinate grid. They learn apply the converse of the Pythagorean Theorem.
that the positive square root of a number is the
side length of a square whose area is that number.
Then, students discover the Pythagorean Investigation 4
relationship through an exploration of squares
drawn on the sides of a right triangle. In the last Using the Pythagorean Theorem
investigation of the unit, students apply the For students to appreciate the mathematical power
Pythagorean Theorem to a variety of problems. of the Pythagorean Theorem, they need to
encounter situations that can be illuminated by the
theorem. Students explore an interesting pattern
Summary of Investigations among right triangles, apply the Pythagorean
Theorem to find distances on a baseball diamond,
Investigation 1 investigate properties of 30-60-90 triangles, and
Coordinate Grids find missing lengths and angle measures of a
triangle composed of smaller triangles.
Students review coordinate grids as they analyze a
map in which streets are laid out on a grid. They
make the connection between the coordinates of Mathematics Background
two points and the driving distance between them.
Students’ work in this unit develops an important
This sets the stage for finding the distance between
relationship connecting geometry and algebra: the
two points on a grid without measuring. Students
Pythagorean Theorem. The presentation of ideas
investigate geometric figures on coordinate grids.
reflects the historical development of the concept
Given two vertices, they find other vertices that
of irrational numbers. Early Greek mathematicians
define a square, a non-square rectangle, a right
searched for ratios of integers to represent side
triangle, and a non-rectangular parallelogram.
lengths of squares with certain given areas such as
And, they calculate areas of several figures drawn
2 square units. The square root of 2 is an irrational
on a dot grid.
number, which means that it cannot be written as a
ratio of two integers.
Investigation 2
Finding Area and Distance
Squaring Off Students find areas of plane figures drawn on dot
Students explore the relationship between the area grids. This reviews some concepts developed in the
of a square drawn on a dot grid and the length of grade 6 unit Covering and Surrounding. One
its sides. This provides an introduction to the common method for calculating the area of a
concept of square root. They find the distance figure is to subdivide it and add the areas of the
between two points by analyzing the line segment component shapes. A second common method is
between them: they draw a square using the to enclose the shape in a rectangle and subtract
segment as one side, find the area of the square, the areas of the shapes that lie outside the figure
and then find the positive square root of that area.
Unit Introduction 3
from the area of the rectangle. Below, the area of Square Roots
the shape is found with each method. If the area of a square is known, its side length is
easy to determine: it is the number whose square
is the area. The fact that some of these lengths
are not whole numbers prompts the introduction
of the " symbol. The lengths of the sides of the
2 1
preceding squares (in units) are 1, 2, 3, 4, "2, "5,

1
2
"8, and "10. Because the grid is a centimeter
grid, students can estimate the values of the square
Subdivide to find the area:
roots by measuring these lengths with a ruler. By
2ⴙ2ⴙ1ⴙ1ⴝ6
making these ruler estimates and comparing them
to estimates obtained by computing square roots
2 2 12 on a calculator, students develop a sense of these
numbers and begin to realize that they cannot be
expressed as terminating or repeating decimals.
Students also develop benchmarks for
estimating square roots. For example, "5 is
4 1
12
between 2 and 3 because 4 5 9, and since 5 is
Enclose in a square to find the area:
16 ⴚ (4 ⴙ 2 ⴙ 2 12 ⴙ 1 12 ) ⴝ 6 closer to 4 than 9, we estimate that "5 is closer to
2 than 3. Students might try 2.25. But 2.252 = 5.06.
In Investigation 2, students draw squares with So, "5 is between 2 and 2.25, but closer to 2.25.
as many different areas as possible on a They might try 2.24 to get 2.242 = 5.0176, which
5 dot-by-5 dot grid. There are eight possible is closer. This method can be continued until the
squares, four “upright” and four “tilted.” desired accuracy is obtained. Students also
estimate square roots with a number line ruler,
which helps them to develop a sense of the size of
the irrational numbers such as "3, "5, and "7.
1
4
One way to locate "2 on the number line is as
follows:
The square below has an area of 2 square units.
The length of a side of this square is "2 units.
If we draw a number line as shown, and use a
9 16 compass to mark off a segment with the same
length as a side of the square, we can see that the
segment is about 1.4 units long.
5
ⴚ3 ⴚ2 ⴚ1 0 1 2 3
Using Squares to Find Lengths of Segments

Finding the areas of squares leads students to a
8 10 method for finding the distance between two dots.
The distance between two dots on a dot grid is the
length of the line segment connecting them. To
find this length, students can draw a square with

the segment as one side. The distance between the

two dots is the square root of the area of the
INTRODUCTION
square. 5 4
To use this method to find all the different
lengths of line segments that can be drawn on a
5 dot-by-5 dot grid, the grid must be extended to 1
fit the squares associated with those lengths. For
example, the bold line segment below is the side
of a square (shaded) with an area of 25 square
units, so the segment has length "25 units, or 16
5 units.
4
3
3
4 8 8
4
The observation that the square on the
hypotenuse has an area equal to the sum of the
areas of the squares on the legs leads students to
3
the Pythagorean Theorem: If a and b are the
To draw the square with the given side length, lengths of the legs of a right triangle and c is the
many students will use an “up and over” or “down length of the hypotenuse, then a2 + b2 = c2.
and over” method to go from one point to the
next. For example, to get from the lower endpoint
of the segment above to the other endpoint, you
go up 4 units and right 3 units. These endpoints
are two vertices of the square. To get the third c2
vertex, go right 4 units and down 3. To get the a2 a2 ⴙ b 2 ⴝ c 2
fourth, go down 4 units and to the left 3. In this
way, they are developing intuition about the
b2
Pythagorean Theorem.
Developing and Using A theorem is a general mathematical statement

the Pythagorean Theorem that has been proven true. Over 300 different
Once students are comfortable with finding the proofs have been given for the Pythagorean
length of a segment by thinking of it as the side of Theorem. It is regarded as one of the most
a square, they investigate the patterns among the important developments in mathematics because it
areas of the three squares that can be drawn on allows us to link ideas of number to ideas of space.
the sides of a right triangle.
Unit Introduction 5
A Proof of the Pythagorean Theorem Once the shapes are arranged, you can reason
Students solve a puzzle that gives a geometric as follows:
proof of the Pythagorean Theorem. The puzzle • The areas of the frames are equal. They are
pieces consist of eight congruent right triangles squares with side lengths of a 1 b.
and three squares.
• Each frame contains four identical right
triangles. The other shapes are squares with area
a2, b2, and c 2.
• If the four right triangles are removed from
each frame, the area remaining in the two
frames must be equal. That is, the sum of the
areas of the squares in one frame must equal
the area of the square in the other frame.
Geometrically, the diagram shows that if the
lengths of the legs of a right triangle are a and b,
and the length of the hypotenuse is c, then
a2 + b2 = c2. You can make similar puzzle pieces
starting with any right triangle and then arrange
Puzzle frames Puzzle pieces the shapes in the same way. Therefore, this
statement is true for any right triangle.
The side lengths of the squares are the lengths In later courses, students may see this geometric
of the three triangle sides. argument presented algebraically. The sum of the
areas of the two squares and the four triangles in
the left frame equals the sum of the areas of the
square and the four triangles in the right frame:
a2 + b2 + 4 Q 2 R = c2 + 4 Q 2 R
ab ab
a2 + b2 = c2
The Pythagorean Theorem has many
applications that connect the concepts of line
To solve the puzzle, students must arrange the segment lengths, squares, and right angles.
pieces to fit into two square puzzle frames.
Students’ arrangements of the 11 shapes may Using the Pythagorean Theorem
differ slightly, but all arrangements lead to the to Find Lengths
same conclusion. Students use the Pythagorean Theorem to find the
One possible arrangement is shown below. The distance between two dots on a dot grid. The
sides’ lengths of the right triangle have been length of a horizontal or vertical line segment
labeled a, b, and c. drawn on a dot grid can be found by counting the
units directly. If the segment is not vertical or
a horizontal, it is always possible to treat it as the
c
a 2
a
c c2
b2 b
b

hypotenuse of a right triangle with vertical and Students are asked to explain why their
horizontal legs. The length of the conjecture is true. One explanation is: “Suppose
INTRODUCTION
hypotenuse—and thus the distance between the we know that Triangle 1 has sides a, b, and c, that
dots—can then be found with the Pythagorean satisfy the relationship a2 + b2 = c2. Suppose
Theorem. Triangle 2 has sides a, b, and d and we know that
In high school, students will see the following Triangle 2 is a right triangle with leg lengths of
formula for finding the distance between two a and b. Then a2 + b2 = d2. From the first
points, (x1, y1) and (x2, y2) in the plane: statement we know that a2 + b2 = c2. Logically,
this gives us that c2 = d2, and, therefore, c = d
d = " (x1 2 x2) 2 1 (y1 2 y2) 2 (because they must both be positive numbers).
This is simply the Pythagorean Theorem where Now Triangle 1 and Triangle 2 have the same
a = x1 - x2 (the horizontal distance between two three measures for their sides. In Shapes and
points), b = y1 - y2 (the vertical distance Designs, students learned that once you know all
between two points), and c = d. three sides of a triangle, it is uniquely identified.
To find the length of line segment AB below, They will investigate this idea more formally when
draw a right triangle with segment AB as the they study congruence of triangles in Hubcaps,
hypotenuse. Calculate the areas of the squares on Kaleidoscopes, and Mirrors. So these two triangles
the legs of the triangle (4 square units each), add are identical, right-angled triangles. In other words
these areas (8 square units, which is the area of it is impossible for a triangle whose sides fit the
the square drawn on the hypotenuse), and take relationship a2 + b2 = c2 to not be a right-angled
the square root. The length of AB is"8 units.
triangle.
An interesting byproduct of the converse of the
A Pythagorean Theorem is the concept of
Pythagorean triples, sets of numbers that satisfy
4
the relationship a2 + b2 = c2. Students discover
that finding Pythagorean triples means finding
B two square numbers whose sum is also a square
4
number. Multiples of one triple will generate
countless others. For example, once you establish
that 3-4-5 is a Pythagorean triple, you know that
6-8-10, 9-12-15, and so on, are also Pythagorean
The Converse of the Pythagorean Theorem triples.
The converse of a statement of the form “If p
then q” is “If q then p.” The converse of the Special Right Triangles
Pythagorean Theorem states: If a, b, and c are the In Investigation 4, students learn about 30-60-90
lengths of the sides of a triangle and a2 + b2 = c2, triangles by starting with an equilateral triangle
then the triangle is a right triangle. The converse of (a 60-60-60 triangle). They use the line of
a true statement is not always true. However, the symmetry to show the reflection line forms two
converse of the Pythagorean Theorem is true and congruent 30-60-90 triangles. For each of these
can be used to show that a given triangle is a right triangles, they deduce that the leg opposite the
triangle. For example, if you know the side lengths 308 angle is half the length of the side of the
of a triangle are 6 in., 8 in., and 10 in., then original triangle. They then use the Pythagorean
because 62 + 82 = 102, you can conclude that the Theorem to find the length of the other leg.
triangle is a right triangle. The Pythagorean Theorem can be used to show
Students do not formally prove the converse of some special relationships among side lengths of
the Pythagorean Theorem in this unit. Rather, 30-60-90 triangles (that is, triangles with 308, 608,
they build triangles with a variety of different side and 908 angles).
lengths and determine whether they are right
triangles. Based on their findings, they conjecture
that triangles whose side lengths satisfy
a2 + b2 = c2 are right triangles.
Unit Introduction 7
Suppose the hypotenuse fraction involves solving an equation. To convert

of a 30-60-90 triangle has 12.312312. . . to a fraction, for example, call the
length c. The length of the unknown fraction N. Thus, N = 12.312312. . . .
30ⴗ
cÁ3
side opposite the 30° angle c Multiply both sides of the equation by 1,000
c 2 (the power of 10 that moves a complete repeating
must be half this length, or 2.
group to the left of the decimal point), which
Using the Pythagorean
gives 1,000N = 12,312.312312. . . . Then, subtract
Theorem, the square of the 60ⴗ
the first equation from the second, which gives
length of the longer leg is c
12,300
2 312
c2 3c2 999N = 12,300. Therefore, N = 999 , or 12999.
c2 - 4 , or 4 . So, its length
c"3
The decimal equivalents of fractions with
is "3c4 , or 2 .
2
denominators of 9, 99, 999, and so on, display
Students also explore isosceles right triangles interesting patterns that can be used to write
(45-45-90 triangles), and find that the length of repeating decimals as fractions. For example, all
the hypotenuse is always the length of one of the decimals with a repeating part of one digit, such
legs times "2. If the length of each leg is a then, as 0.111 . . . and 0.222 . . . , can be written as a
by the Pythagorean Theorem, the square of the fraction with 9 in the denominator and the
1 2
length of the hypotenuse must be a2 + a2, or 2a2. repeated digit in the numerator, such as 9 and 9.
Therefore, the length of the hypotenuse is Decimals with a repeating part of two digits, such
"2a2 = a"2. as 0.010101 . . . and 0.121212 . . . , can be written as
a fraction with 99 in the denominator and the
1 12
repeated digits in the numerator, such as 99 and 99.
a aÁ2
–
Proof that 2 Is Irrational
In high school, students may prove that "2 is not
a a rational number. Its irrationality can be proved in
an interesting way—a proof by contradiction. The
Rational and Irrational Numbers proof is given here for the teacher’s information.
When we examine patterns in the decimal Assume "2 is rational. Then, there exist
positive integers p and q such that "2 = q . So,
representations of fractions, or rational numbers, p
we find that the decimals either terminate
1 "2q = p. Squaring both sides gives 2q2 = p2.
or repeat. For example, 5 is equal to 0.2
1 From the Prime Time unit students learned that
(a terminating decimal) and 3 is equal to all square numbers have an odd number of
0.33333. . . (a repeating decimal). factors. The reason is that factors of a number
Numbers such as "2, "3 , and "5 cannot be come in pairs. In a square number the factors in
expressed as repeating or terminating decimals. one of the pairs must be equal, which makes the
Students create line segments with these lengths. number of factors for a square number odd. This
For example, "2 is the length of the hypotenuse
means that if p and q are positive integers, then
p2 and q2 each have an odd number of factors.
of a right triangle whose legs have length 1. They
Since p2 = 2q2, p2 has the same number of factors
then locate the lengths on a number line. This
as 2q2. But 2q2 has an even number of factors (The
procedure helps students to estimate the size of
factor 2 plus the odd number of factors of q2.) This
these irrational numbers.
is a contradiction. Therefore, p and q cannot exist
Converting Repeating Decimals with these properties and "2 must be irrational.
to Fractions
Because all repeating decimals are rational Square Root Versus
numbers, they can be represented as fractions. Decimal Approximation
It is not always obvious, though, what fraction is Problems involving the Pythagorean Theorem
equivalent to a given repeating decimal. One often result in square roots that are irrational
method for converting a repeating decimal to a numbers. Students at this level are often reluctant

to leave numbers in a square root form. For some idea of where they fit on the number line or
example, rather than give an exact answer of "3, between what two rational numbers they occur.
INTRODUCTION
they give a decimal approximation, such as 1.732.
Some students are not comfortable thinking about Number Systems
square roots as numbers. Although it is important New number systems are created when a problem
to know the approximate size of an answer, arises that cannot be answered within the system
especially in a practical problem, it is sometimes currently in use, or when inconsistencies arise that
better to give an exact answer, and this often can be taken care of only by expanding the
means using square root form. For example, in the domain of numbers in the system.
study of 30-60-90 triangles, The historical “discoveries” of new number
systems in response to needs are reflected in the
length of leg opposite the 608 angle "3
length of the hypotenuse
5 2 number sets students use in grades K–12.
Here, "3 is much easier to remember than a
Elementary students begin with the counting
numbers, also called natural numbers. Then, zero
multi-digit decimal approximation, and the
is added to the system to create the set of whole
expression using the square root gives the exact
numbers. Later, students learn that negative
result. Similarly, in a right triangle, if the
numbers are needed to give meaning in certain
hypotenuse has a length of 9 units and one leg has
contexts, such as temperature. Now they have the
a length of 8 units, then the length of the other leg
number system called the integers.
is "81 2 64 = "17 units. This answer is exact, In elementary and middle school, students
while the calculator answer, 4.123105626, is an learn about fractions and situations in which
approximation. This is not to say that all answers fractions are useful, as in many division problems.
should be left in square root form—context needs Students’ number world has been expanded to the
to be considered. Heights of buildings are more set of rational numbers.
easily comprehended in whole-number or decimal In this unit, students encounter contexts in
form, even if that form does not give the precise which the need for irrational numbers arises.
answer. Students should be encouraged to leave an Specifically, they need irrational numbers to
answer in square root form when there is no express the exact lengths of tilted segments on a
practical reason to express it as a decimal grid. The set of rational numbers and the set of
approximation. The hope is that all students will irrational numbers compose the set of real
become comfortable with square roots as numbers numbers. The diagram in Figure 1 is one way to
in contexts where expressing an answer as a square represent these sets of numbers.
root is appropriate. In this unit, we want students to
have a “sense” of square roots as numbers and
Figure 1 Real numbers

Rational
numbers
Integers
Whole Irrational
numbers numbers
Counting
numbers
Unit Introduction 9
Big Idea Prior Work Future Work

Calculating the Measuring lengths (Shapes Finding midpoints of line segments (Kaleidoscopes,
distance between and Designs; Covering and Hubcaps, and Mirrors)
two points in the Surrounding); working with
plane coordinates (Variables and
Patterns; Moving Straight
Ahead; Thinking With
Mathematical Models)
Finding areas of Measuring areas of polygons Studying transformations and symmetries of plane
figures drawn on a and irregular figures (Bits figures (Kaleidoscopes, Hubcaps, and Mirrors)
coordinate grid with and Pieces I; Covering and
whole-number Surrounding) and surface
vertices areas of three-dimensional
shapes (Filling and Wrapping)
Understanding Applying the formula for Looking for patterns in square numbers (Frogs, Fleas,
square roots as area of a square (Covering and Painted Cubes); looking for patterns in exponents
lengths of sides of and Surrounding) (Growing, Growing, Growing)
squares
Understanding Formulating, reading, and Formulating and using symbolic rules and the syntax for
the Pythagorean interpreting symbolic rules manipulating symbols (Frogs, Fleas, and Painted Cubes;
Theorem and how it (Variables and Patterns; Say It With Symbols; Shapes of Algebra)
relates the areas of Moving Straight Ahead;
the squares on the Thinking With Mathematical
sides of a right Models; Covering and
triangle Surrounding); working with
the triangle inequality
(Shapes and Designs)
Using the Solving problems in Solving geometric and algebraic problems (Growing,
Pythagorean geometric and algebraic Growing, Growing; Frogs, Fleas, and Painted Cubes; Say
Theorem to solve contexts (Shapes and It With Symbols; Kaleidoscopes, Hubcaps, and Mirrors)
problems Designs; Moving Straight
Ahead; Thinking With
Mathematical Models;
Covering and Surrounding)
Investigating rational Understanding fractions and Exploring sampling and approximations (Growing,
numbers written as decimals (Bits and Pieces I, II, Growing, Growing; Samples and Populations; Frogs,
decimals and III) Fleas, and Painted Cubes)
Understanding Representing fractions as Solving quadratic equations (Growing, Growing,

irrational numbers as decimals and decimals as Growing; Frogs, Fleas, and Painted Cubes; Say It With
non-terminating, fractions (Bits and Pieces I, Symbols)
non-repeating II, and III)
decimals
Understanding slope Finding slopes of lines and Investigating symmetry (Kaleidoscopes, Hubcaps, and
relationships of investigating parallel lines Mirrors); finding the equation of a circle (Shapes of
perpendicular and (Variables and Patterns; Algebra)
parallel lines Moving Straight Ahead)

8cmp06te_LPUO.qxd 5/22/06 12:35 PM Page 11
INTRODUCTION
Pacing Suggestions and Materials
Investigations and Pacing

45–50 min. Materials for Students Materials for Teachers
Assessments classes
1 Coordinate Grids 31 days Labsheets 1.1–1.3, dot paper Transparencies 1.1A, 1.1B,
2
(optional), geoboards (optional), 1.2A, 1.2B, and 1.3
Labsheet 1ACE Exercises 15–25
1
Mathematical Reflections 2 day
2 Squaring Off 31 days Labsheets 2.1 and 2.3, Transparencies 2.1, 2.2, and
2
geoboards (optional) 2.3A–C
1
Mathematical Reflections 2
day
Assessment: Check Up 1 day
3 The Pythagorean Theorem 5 1 days Labsheets 3.2A–C and 3.3; scissors; Transparencies 3.1, 3.2A,
2
string; straws or polystrips 3.2B, 3.3, and 3.4
(optional); markers, tape;
angle ruler or protractor
1
Assessment: Partner Quiz 1 day
4 Using the Pythagorean 4 1 days Labsheets 4.1 and 4.4, dot paper, Transparencies 4.1A, 4.1B,
2
Theorem scissors 4.2, 4.3A, 4.3B, and 4.4
1
1
Looking Back and Looking day
2
Ahead
Assessment: Self Assessment Take Home
Assessment: Unit Test 1 day

1
Total Time 22 2 days Materials for Use in All Investigations
For detailed pacing for Problems within each Calculators, centimeter rulers, Blank transparencies and
Investigation, see the Suggested Pacing at the student notebooks transparency markers
beginning of each Investigation. (optional)
For pacing with block scheduling, see next page.
Unit Introduction 11
Pacing for Block Scheduling (90-minute class periods)
Suggested Suggested
Investigation Investigation
Pacing Pacing
1 1
Investigation 1 2 2 days Investigation 3 3 2 days
Problem 1.1 1 day Problem 3.1 1 day

1 1
Problem 1.2 2
day Problem 3.2 2
day
1 1
Problem 1.3 2
day Problem 3.3 2
day
1
Math Reflections 2
day Problem 3.4 1 day
1 1
Investigation 2 2 2 days Math Reflections 2
day
1
Problem 2.1 2
day Investigation 4 3 days
1
Problem 2.2 1 day Problem 4.1 2
day
1 1
Problem 2.3 2
day Problem 4.2 2
day
1
Math Reflections 2
day Problem 4.3 1 day
1
Problem 4.4 2
day
1
Math Reflections 2
day
Vocabulary
Essential Terms Useful Terms Terms Developed
Developed in This Unit Referenced in This Unit in Previous Units
hypotenuse conjecture area perimeter

legs irrational number congruent perpendicular lines
Pythagorean Theorem isosceles triangle coordinate grid quadrilateral
real numbers rational number coordinates ratio
square root repeating decimal equilateral triangle right angle
terminating decimal length right triangle
30-60-90 right triangle parallel lines square
parallelogram symmetry

8cmp06te_LPUO.qxd 5/22/06 12:35 PM Page 13
For: Teacher Resources

Web Code: apk–5500
INTRODUCTION
Components
Use the chart below to quickly see which components are available for each Investigation.
Transparencies Formal Assessment Assessment Options

Invest. Labsheets Additional
Practice Problem Summary Check Up Partner Quiz Multiple-Choice Question Bank
1 1.1, 1.2, 1.3, ✔ 1.1A, 1.1B, ✔

1ACE 1.2A, 1.2B,
Exercises 15–25 1.3
2 2.1, 2.3 ✔ 2.1, 2.2, ✔ ✔ ✔
2.3A, 2.3B
3 3.2A–C, 3.3 ✔ 3.1, 3.2A, ✔ ✔ ✔
3.2B, 3.3,
3.4
4 4.1, 4.4, Dot ✔ 4.1A, 4.1B, ✔ ✔
Paper 4.2, 4.3A,
4.3B, 4.4
For the ExamView LBLA Unit Test, Multiple-Choice Items,
Unit CD-ROM, Notebook Check, Question Bank,
Web site Self Assessment ExamView CD-ROM
Also Available for Use With This Unit

• Parent Guide: take-home letter for the unit • Spanish Assessment Resources
• Implementing CMP • Additional online and technology resources
Technology See also www.math.msu.edu/cmp for more

resources for both teachers and students.
The Use of Calculators
Connected Mathematics was developed with the ExamView® CD-ROM
belief that calculators should be available and that Create multiple versions of practice sheets and
students should learn when their use is tests for course objectives and standardized tests.
appropriate. For this reason, we do not designate Includes dynamic questions, online testing, student
specific problems as “calculator problems.” reports, and all test and practice items in Spanish.
However, students will need access to graphing Also includes all items in the Assessment
calculators for much of their work in this unit. Resources and Additional Practice.
Occasionally, students will be asked not to use
their calculators to encourage them to think about TeacherExpress™ CD-ROM
how they can estimate square roots. Includes a lesson planning tool, the Teacher’s
Guide pages, and all the teaching resources.
Student Interactivity CD-ROM
Includes interactive activities to enhance the LessonLab Online Courses
learning in the Problems within Investigations. LessonLab offers comprehensive, facilitated,
professional development designed to help
PHSchool.com teachers implement CMP2 and improve student
For Students Multiple-choice practice with achievement. To learn more, please visit
instant feedback, updated data sources, data sets PHSchool.com/cmp2.
for Tinkerplots data software.
For Teachers Professional development, curriculum
support, downloadable forms, and more.
Ongoing Informal Assessment Formal Assessment

Embedded in the Student Unit Choose the assessment materials that are
Problems Use students’ work from the Problems appropriate for your students.
to check student understanding. For Use Student
Assessment Focus
ACE exercises Use ACE exercises for homework After Work
assignments to assess student understanding. Check Up Invest. 2 Skills Individual
Mathematical Reflections Have students Partner Quiz Invest. 3 Rich problems Group
summarize their learning at the end of each
Investigation. Unit Test The Unit Skills, rich problems Individual
Looking Back and Looking Ahead At the end

of the unit, use the first two sections to allow Additional Resources
students to show what they know about the unit.
Multiple-Choice Items Use these items for
homework, review, a quiz, or add them to the
Additional Resources
Unit Test.
Teacher’s Guide Use the Check for Understanding
Question Bank Choose from these questions for
feature of some Summaries and the probing
homework, review, or replacements for Quiz,
questions that appear in the Launch, Explore, or
Check Up, or Unit Test questions.
Summarize sections of all Investigations to check
student understanding. Additional Practice Choose practice exercises
for each investigation for homework, review, or
Summary Transparencies Use these transparencies
formal assessments.
to focus class attention on a summary check for
understanding. ExamView CD-ROM Create practice sheets, review
quizzes, and tests with this dynamic software. Give
Self Assessment online tests and receive student progress reports.
Notebook Check Students use this tool to (All test items available in Spanish.)
organize and check their notebooks before giving
them to their teacher. Located in Assessment Spanish Assessment Resources
Resources. Includes Partner Quizzes, Check Ups, Unit Test,
Multiple-Choice Items, Question Bank, Notebook
Self Assessment At the end of the unit, students
Check, and Self Assessment. Plus, the ExamView
reflect on and provide examples of what they
CD-ROM has all test items in Spanish.
learned. Located in Assessment Resources.
Correlation to Standardized Tests

Terra Nova
Investigation
NAEP CAT6 CTBS ITBS SAT10 Local Test
1 Coordinate Grids A2c
2 Squaring Off N2d ✔ ✔
3 The Pythagorean Theorem G3d
4 Using the Pythagorean Theorem G3d

NAEP National Assessment CAT6/Terra Nova California Achievement Test, 6th Ed. ITBS Iowa Test of Basic Skills, Form M
of Educational Progress CTBS/Terra Nova Comprehensive Test of Basic Skills SAT10 Stanford Achievement Test, 10th Ed.

INTRODUCTION
Introducing Your Students to Using the Mathematical
Looking for Pythagoras Highlights
One way to introduce Looking for Pythagoras is The Mathematical Highlights page in the student
to ask your students to brainstorm about the ways edition provides information to students, parents,
they can measure something they cannot reach. and other family members. It gives students a
They should remember some principles of indirect preview of the mathematics and some of the
measurement from their work in the grade 7 unit overarching questions that they should ask
Stretching and Shrinking. Tell your students that, themselves while studying Looking for
in Looking for Pythagoras, they will study right Pythagoras.
triangles, distances, and indirect measurement. As they work through the unit, students can
refer back to the Mathematical Highlights page to
review what they have learned and to preview
Using the Unit Opener what is still to come. This page also tells students’
Discuss the questions posed on the opening page families what mathematical ideas and activities
of the Student Edition, which are designed to start will be covered as the class works through
students thinking about the kinds of questions and Looking for Pythagoras.
mathematics in the unit. Don’t look for “correct”
answers at this time. Do, however, present an
opportunity for the class to discuss the questions
and to start to think about what is needed to
answer them. You may want to revisit these
questions as students learn the mathematical ideas
and techniques necessary to find the answers.
Problems in contexts are used to help students
informally reason about the mathematics of the
unit. The problems are deliberately sequenced to
develop understanding of concepts and skills.
8cmp06te_LP1.qxd 5/22/06 12:36 PM Page 16
1 Coordinate Grids
Mathematical and Summary of Problems

Problem-Solving Goals
Problem 1.1 Driving Around Euclid
• Review the coordinate system
Students analyze a map of a fictitious city in
• Explore distances on a coordinate grid which streets are laid out on a coordinate grid.
• Review properties of quadrilaterals They find driving distances from one location to
• Connect properties of figures to coordinate another, making the connection between the
representations coordinates of two points and the distance
between them. They compare the driving and
• Draw shapes on a coordinate grid flying distances between two points.
• Develop strategies for finding areas of irregular
figures on a grid Problem 1.2 Planning Parks
Given two vertices, students find other vertices
that define a square, a non-square rectangle, a
right triangle, and a non-rectangular
parallelogram.
Problem 1.3 Finding Areas

Students find areas of irregular figures drawn on a
dot grid.
Suggested
Pacing Materials for Students Materials for Teachers ACE Assignments
All 4 days Centimeter rulers, calculators

1.1 1 Labsheet 1.1 Transparencies 1.1A and 1.1B 1–7, 26–28, 30, 35, 36
11
2
days
(optional)
1.2 1 day Labsheet 1.2, grid paper (optional; for Transparency 1.2A and 1.2B 8–14, 29, 31, 37
special-needs students) (optional)
1.3 1 day Labsheet 1.3, geoboards (optional), Transparency 1.3 (optional), 15–25, 32–34, 38, 39
Labsheet 1ACE Exercises 15–25 overhead geoboard (optional)
MR 1 day
2

1.1 Driving Around Euclid
Goals The White House (Pennsylvania Ave. between

15th and 17th NW)
• Review the coordinate system Union Station (1st and E St. NE)
• Explore distances on a coordinate grid
• How can you find the distance from Union
In this problem, students review the concept of Station to Dupont Circle? (Measure the
the coordinate grid and are introduced to the idea straight-line distance along Massachusetts
I N V E S T I G AT I O N
of finding distances between points. Students find Avenue. Note that, if we measure the distance
two types of distances: distance along grid lines in blocks, these blocks are not the same
(represented by driving distances along city length as the north-south or the east-west
streets) and straight-line distance (represented by blocks. Students may have a range of
flying distance). suggestions, and many students may struggle
with this question.)
• Find the intersection of G Street and 8th Street
1
SE and the intersection of G Street and 8th
Launch 1.1 Street NW. How are these locations related to
To launch this investigation, have students look at the Capitol building? (Possible answer: SE
indicates that the location is southeast of the
the map of Washington, D.C. in their books. Tell
Capitol building. NW indicates that the
students that the system of streets is based on a
location is northwest of the Capitol building. In
coordinate grid. Discuss the features of the grid, addition, by counting the letters up to G and
which are listed in the student book. adding this to 8, we can determine that these
Ask students to locate the intersection of 3rd places are each about 15 blocks from the
Street and D Street and then share the location Capitol. )
they found with the students sitting near them.
Next, talk about the map of the fictitious city of
Students should realize that there is more than
Euclid, which is also shown on Transparency 1.1B.
one intersection fitting this description. In fact,
Point out the origin (the location of City Hall), and
there are four, one in each quadrant.
discuss the meaning of the coordinates. Help
Suggested Question Ask: students understand that a coordinate system is
convenient for locating points, but only if we know
• What additional information could I give you
so you know which intersection I am referring where to count from and what scale is being used.
to? (the quadrant the intersection is in) Suggested Questions Some questions might
Suggested Questions Discuss the Getting Ready include:
questions. These questions can help you • What are the coordinates of City Hall? (0, 0)
informally assess your students’ understanding of
coordinate grids. • What are the coordinates of the art museum?
(6, 1)
• Describe the location of each of these • What do the 6 and the 1 mean? [They indicate
landmarks:
that the art museum is 6 blocks to the right of
George Washington University (Answers (east of) and 1 block up from (north of) the
may vary slightly. Possible answer: 21st and origin, or City Hall.]
H St. NW)
• Is there more than one way to travel from City
Dupont Circle (19th and P St. NW) Hall to the art museum? (Yes.)
Benjamin Banneker Park (Answers may vary • What is the shortest distance, along the streets
slightly. Possible answer: 10th and G St. SW) of Euclid, from City Hall to the art museum?
(7 blocks)
Investigation 1 Coordinate Grids 17

• Is there more than one way to follow a Suggested Questions Ask:

shortest path from City Hall to the art • Why might it be important to be able to locate
museum? (There are several, such as right places in a city by using a simple system like
2 blocks, up 1 block, and right 4 blocks.) grid coordinates?
• A helicopter can fly directly from one location • What information do you need to be able to
to another; it doesn’t have to travel along the locate a point on a grid?
city streets. How can you determine the
distance a helicopter travels to get from one • When we give the coordinates of a point in
point to another in Euclid? Euclid, where are we counting from? What
scale are we using? (We count from City Hall.
If no one suggests using a ruler, explain that The scale is in number of blocks.)
because each centimeter on the map represents
one block, you can use a centimeter ruler to find Be sure students can interpret the x- and
the straight-line distance, in blocks, between two y-coordinates of a point. Given a point on the
points. grid, they should be able to name the coordinates.
When students seem confident about reading Given the coordinates of a point, they should be
map coordinates and finding distances, have them able to locate the point on the grid.
work individually or in pairs on the problem. Suggested Questions Extend the coordinate idea
Distribute Labsheet 1.1. to include non-integers:
• Where in Euclid is the point (2, 14 )?

Explore 1.1 The driving distance between two points is the
number of blocks a car would travel from one
As students work, encourage them to look for place to another. Talk with the class about finding
connections between the coordinates of two the driving distance between two points given
points and the driving distance between them. their coordinates. You might discuss these three
Suggested Questions Ask: examples:
• What do the first coordinates of the two points • The hospital and the cemetery are on the same
tell you about the distance between the points? horizontal line. To find the distance between
(The positive difference in the first these points, find the positive difference in the
coordinates is the horizontal distance x-coordinates.
between the points.)
• City Hall and the police station are on the same
• What do the second coordinates tell you about vertical line. To find the distance between these
the distance between the points? (The positive points, find the positive difference in the
difference in the second coordinates is the y-coordinates.
vertical distance between the points.)
• The art museum and the gas station do not lie
• How can you find the total driving distance? on the same horizontal or vertical line. To find
(Add the horizontal and vertical distances.) the distance, find the positive difference in
x-coordinates and the positive difference in
Check how students are measuring the distance y-coordinates, and add the two results.
a helicopter travels.
If no one uses the term absolute value to
describe the positive difference, you might bring it
up yourself. The concept of using absolute value
Summarize 1.1
to express distance is explored in the grade 7 unit
Establish that students understand that the grid Accentuate the Negative, but you may want to
system makes it possible to refer to each review this idea with students.
landmark in Euclid by a unique pair of
coordinates.

Suggested Questions These questions might help Verify that everyone understands that to
clear up confusion: precisely locate a position on the grid, a vertical
distance, a horizontal distance, and the direction
• To go from the art museum to the gas station,
how many blocks do you travel in a of each must be given. A coordinate pair gives all
horizontal direction? (2 blocks) of this information in a concise way.
In Question D, students should recognize that
• How is this distance related to the coordinates the flying distance is the length of the line
of the points? (It is the positive difference, or
segment connecting the points.
the absolute value of the difference, between
the x-coordinates.) For Question E, review with the class why the
helicopter distance is always shorter than or equal
• To go from the art museum to the gas station,
to the driving distance. This is an application of
how many blocks do you travel in a vertical the triangle inequality, which students
direction? (3 blocks) encountered in the grade 6 unit Shapes and
• How is this distance related to the coordinates Designs. The triangle inequality states that the
of the points? (It is the positive difference, or sum of the lengths of any two sides of a triangle is
the absolute value of the difference, between greater than the length of the third side. The car
the y-coordinates.) distance is the sum of the lengths of two sides of a
1
To help students think about direction, ask: triangle; the helicopter distance is the length of
the third side.
• Suppose you are in Euclid and you are trying This is an opportunity to verify that students
to find the library. Someone tells you it is
connect directions on a coordinate grid with map
3 blocks from the stadium. Is this enough
information for you to know how to get there? directions. Going left is traveling west; going up is
(No.) traveling north, and so on.
• What information do you need to precisely

locate the library? (You need directions. For
example, you might need to walk 3 blocks
south of the stadium, or 2 blocks east and
1 block south from the stadium.)


At a Glance
1.1 Driving Around Euclid
PACING 112 days
Mathematical Goals
• Review the coordinate system
• Explore distances on a coordinate grid
Launch
Materials
Have students look at the map of Washington, D.C. in their books. Discuss
the features of the street system, which are listed in the student book.
• Centimeter rulers
• Transparencies 1.1A
Discuss the Getting Ready questions. and 1.1B
Discuss the map of Euclid. Point out the origin (the location of City • Labsheet 1.1
Hall), and discuss the meaning of the coordinates. Help students understand
that a coordinate system is convenient for locating points.
• What are the coordinates of City Hall?
• What are the coordinates of the art museum? What do the 6 and the 1
mean?
• What is the shortest distance, along the streets of Euclid, from City Hall
to the art museum?
• Is there more than one shortest path from City Hall to the art museum?
• A helicopter can fly directly from one location to another; it doesn’t have
to travel along the city streets. How can you determine the distance a
helicopter travels to get from one point to another in Euclid?
Explain that because each centimeter on the map represents one block, a
centimeter ruler could be used to find the straight-line distance, in blocks,
between two points.
Have students work individually or in pairs on the problem.
Explore
As students work, encourage them to look for connections between the
coordinates of two points and the driving distance between them.
• What do the first coordinates of the two points tell you about the
distance between the points? What do the second coordinates tell you
about the distance between the points?
• How can you find the total driving distance?
Check how students are measuring the distance a helicopter travels.
Summarize
Materials
Talk with the class about finding the distance between two points given
their coordinates.
• Student notebooks
• To go from the art museum to the gas station, how many blocks do you
travel in a horizontal direction? How is this distance related to the
coordinates of the points? continued on next page

Summarize
continued
• To go from the art museum to the gas station, how many blocks do
you travel in a vertical direction? How is this distance related to the
coordinates of the points?
Help students think about direction. Verify that everyone
understands that to precisely locate a position on the grid, a vertical
distance, a horizontal distance, and the direction of each must be given.
A coordinate pair gives all of this information in a concise way.
ACE Assignment Guide 2. Pair 1: 4 blocks;

for Problem 1.1 Pair 2: 10 blocks;
Pair 3: 17 blocks
Core 1–7
C. Add the positive difference in the
Other Connections 26–28, 30; Extensions 35, 36
x-coordinates to the positive difference in
Adapted For suggestions about adapting the y-coordinates.
Exercises 1–6 and other ACE exercises, see the D. Pair 1: 4 blocks;
CMP Special Needs Handbook. Pair 2: about 7.2 blocks;
Pair 3: 13 blocks
Answers to Problem 1.1 E. The helicopter distance will never be longer
than the car distance. Generally, it will be
A. 1. (4, 4) shorter, unless the points are on the same
2. (6, -2) vertical or horizontal line. In this case, the
3. (-2, 3)
distances will be equal.
B. 1. Pair 1: Go north (up) 4 blocks.

Pair 2: Possible answer: Go east 6 blocks
and then north 4 blocks.
Pair 3: Possible answer: Go east 12 blocks
and then north 5 blocks.

1.2 Planning Parks
Goals Now, describe Problem 1.2. Distribute Labsheet

1.2 (which contains two copies of the Euclid map),
• Review properties of quadrilaterals and have students work in groups of three or four
• Connect properties of figures to coordinate on the problem.
representations
Meeting Special Needs Some teachers have
• Draw shapes in on a coordinate grid found that their special-needs students have been
In this problem, students review the properties more successful using simple grid paper instead of
of quadrilaterals and right triangles. Given the Labsheet 1.2. You may find this provides less
coordinates of two vertices of a polygon, they find visual “noise” for some students.
the coordinates of other vertices so that the
resulting shape will be a square, a non-square
rectangle, a right triangle, or a non-rectangular Explore 1.2
1
parallelogram.
Suggested Questions As students work, ask
questions about the reasoning they are applying.
Launch 1.2 • How did you figure out where to put the
vertices so this park’s sides would all be the
Introduce the context of planning parks in Euclid. same length?
Discuss the idea of describing the shapes of the • How did you determine where to put the
parks by giving the vertices of their borders. Make vertices so opposite sides would be parallel?
sure students know what properties define a
square, a right triangle, a rectangle, and a • How did you decide where these vertices had
to be to create right angles?
parallelogram.
Encourage students to discuss with the others
Suggested Questions You may want to display a in their group how they are finding the vertices of
transparent grid of the Euclid map. Plot two each shape so each student should be able to
points on the grid and ask questions like these: explain the group’s strategies.
• Suppose we want to draw a right triangle with If students are struggling to find a square,
these points as two of the vertices. Locate such suggest that they turn their papers slightly to
a right triangle and tell us the coordinates of make the given segment horizontal. It is
the third vertex. How do you know that this is sometimes easier for students to imagine an
a right triangle? upright square on a tilted grid than a tilted square
• Now locate a rectangle that has one of its on an upright grid.
vertices at the origin. Tell us the coordinates of
its vertices. How do you know that this is a
rectangle? Summarize 1.2
Ask similar questions about a square and a
Ask students to share their strategies for finding
non-rectangular parallelogram. Take this
the vertices for each park shape. Here are some
opportunity to assess what students know about
strategies students might have used:
the properties of these polygons. Do they know
that squares have sides of equal length and four • Use the concept of slope to check that opposite
right angles? Do they know that parallelograms sides are parallel. Recall (from the grade 7 unit
have two pairs of parallel sides? Do they know Moving Straight Ahead) that parallel lines have
that a figure’s orientation does not matter? (For the same slope, and then use this fact to
example, a square is still a square even if it is establish parallel sides.
rotated to look like a “diamond.”) • To find the slope of a line, students can count
units up and units over to match the slope of an
existing segment.
• Use the corner of a piece of paper to check for Ask students to explain what is special about
right angles. each figure. For example, a parallelogram is a
trapezoid and it may be a square or a rectangle. A
• Use the fact that vertical and horizontal lines rhombus is a parallelogram and it could be a
are perpendicular (they may recall that the
slopes of perpendicular lines are negative square or a rectangle. You may want to organize
reciprocals). the relationships in a Venn diagram.
• Use a ruler or the marked edge of a piece of

paper to check lengths. Quadrilateral
• Use angle rulers to measure angles. Trapezoid
• Find the right triangle by dividing a rectangle or
a square in half along one of its diagonals. Parallelogram
For Questions A, B, and D, if no one suggests a
park in which the line segment connecting the Rectangle Rhombus
given vertices is a diagonal rather than a side,
introduce this possibility.
Check for Understanding

As a final summary, put a transparent grid on the
Square
overhead, and label x- and y-axes. Draw several
parallelograms (including squares and non-square
rectangles) on the grid.

At a Glance
1.2 Planning Parks
PACING 1 day
Mathematical Goals
• Review properties of quadrilaterals
• Connect properties of figures to coordinate representations
• Draw shapes on a coordinate grid
Launch
Materials
Introduce the context of planning parks in Euclid. Discuss the idea of
describing the shapes of the parks by giving the vertices of their borders.
Make sure students know what properties define a square, a right triangle, a
• Transparencies 1.2A
and 1.2B
rectangle, and a parallelogram. • Labsheet 1.2
Display a coordinate grid on the overhead and discuss a few examples: • Grid paper (optional)
• Suppose we want to draw a right triangle with these points as two of the
vertices. Locate such a right triangle and tell us the coordinates of the
third vertex. How do you know that this is a right triangle?
Assess what students know about the properties of squares, rectangles,
right triangles, and parallelograms.
Describe Problem 1.2. Distribute Labsheet 1.2 or centimeter grid paper,
and have students work in groups of three or four on the problem.
Explore
Ask questions about the reasoning students are applying.
• How did you figure out where to put the vertices so this park’s sides
would all be the same length?
• How did you determine where to put the vertices so opposite sides would
be parallel?
• How did you decide where these vertices had to be to create right
angles?
Encourage students to discuss their reasoning with others in their group.
If students are struggling to find a square, suggest that they turn their
papers slightly to make the given segment horizontal.
Summarize
Materials
Ask students to share their strategies for finding the vertices for each park
shape. For Questions A, B, and D, if no one suggests a park in which the line
segment connecting the given vertices is a diagonal rather than a side,

introduce this possibility.

As a final summary, put a transparent grid on the overhead and label x- and
y-axes. Draw several parallelograms (including squares and non-square
rectangles) on the grid, and ask students what is special about each figure.

ACE Assignment Guide C. There are several possible vertices, including

for Problem 1.2 (3, -5), (2, 3), and (5, -1).
Core 8–10, 14 y
Other Applications 11–13; Connections 29, 31;
Extensions 37; unassigned choices from earlier 2
problems x
Adapted For suggestions about adapting O 2
Exercises 8–10 and other ACE exercises, see the 2
CMP Special Needs Handbook.
Connecting to Prior Units 29, 31: Moving Straight 4
Ahead, Thinking With Mathematical Models
Answers to Problem 1.2 D. There are many possible pairs of vertices,

including (1, -1) and (4, 0); (2, 4) and
A. There are three possible pairs of vertices:
(-1, 3); (0, 2) and (-3, 1); and (1, 3) and (4, 0).
(3, 5) and (0, 4); (5, -1) and (2, -2); and (3, 0)
and (2, 3).
y
4
y
4
x
2
2 O 4
x
O 2 4
2
B. There are many possible pairs of vertices,

including (6, -4) and (3, -5); (1, 2) and (4, 1);
and (2, 0) and (3, 3).
2
x
O 2 4 6
2
4

1.3 Finding Areas
Goal these strategies out before students work on the

problem, but you will want to address both in the
• Develop strategies for finding areas of irregular summary.
figures on a grid
In this problem, students begin by finding areas Strategy 1:
of figures on a dot grid. Then they move to the Subdivide the figure. Find the area of each piece
coordinate plane to find the area of one of the and add these areas to get the total area.
square parks from Problem 1.2. They will begin to
see that, for some figures, it is easy to find areas The area of this part
by subdividing them and adding the areas of the is 2 square units.
component parts; other figures seem to need The area of this part
another approach. is 8 square units.
Note: Many activities in this unit are classic The total area is
1
geoboard problems. If you have access to 10 square units.
geoboards, use them; students will enjoy exploring
area with them. If your students have had
Strategy 2:
experience with geoboards, this will go quickly. If
not, spend time familiarizing students with them. Enclose the figure in a rectangle. Find the areas of
Demonstrate how to form shapes and how to use the pieces surrounding the original shape. Then,
extra rubber bands to subdivide a figure or to subtract these areas from the area of the
surround it with a rectangle. You might have rectangle. This strategy is more efficient for
students pair up and create figures for each other certain figures such as the triangle in
to find the area of irregular figures. An overhead ACE Exercise 19.
geoboard would also be helpful in this problem.
The area of each triangle
is 1 square unit.
Launch 1.3 The area of the rectangle
is 12 square units.
Conduct the following short activity to introduce
the idea of finding areas of figures drawn on a dot The area of the figure is
grid: 12 2(1) 10 square units.
Draw a figure on a dot grid on the board, an
overhead geoboard, or transparent dot paper. Have students explore the problem in pairs.
Choose a shape simple enough that students can Labsheet 1.3 contains the figures for Question A.
easily find its area by subdividing it or by Students may work on the labsheet, redraw the
enclosing it in a rectangle. For example: figures on dot paper, or construct them on
geoboards.
Explore 1.3
In their work, students will review how to find
areas of rectangles and triangles. Look for
Ask students how they could find the area of students who are actively applying this
the figure. Let students share their ideas. The two knowledge; they can share their strategies in the
strategies students tend to use are outlined here. summary. Have some students put their work on
Students may have variations on these two large poster paper or a transparent grid. Students
strategies. It is not necessary to bring both of can count the number of units that cover the

figure, or they can apply the rules for finding • We can find areas of some figures by
areas of rectangles and triangles. Some students enclosing them in a rectangle and subtracting
may need help applying the rule for the area of a the areas of the unwanted parts from the
1
triangle, A = 2 bh. Help them to see that a rectangle’s area. For which figures in this
problem is using this method easy? (Students’
triangle is half of a rectangle. This approach was ideas will vary. Figure 5, for example, can be
used in the grade 6 unit Covering and enclosed in a 2-by-3 rectangle. The areas of
Surrounding. 1
four triangles—two with area 2 square unit
For additional practice and challenge, you may
also want to have students work on ACE and two with area 1 square unit—can then be
Exercises 15–20 at this time. subtracted from the rectangle’s area, leaving
3 square units.)
• Did you use different strategies for finding the
Summarize 1.3 area of the park on the coordinate grid?
Some students may use the strategy of
As students share answers and strategies, help
rearranging parts of a figure to form a rectangle
them generalize their methods for finding area.
or a triangle with an easy-to-find area. For
Suggested Questions Ask: example, see the answer given for Figure 3.
Students will need to be able to apply these
• We can find areas of some figures by
subdividing them and adding the areas of the methods for their future work in this unit, so
smaller figures. For which figures in this make sure everyone can use at least one of them
problem is using this method easy? (Students and explain why it works.
will probably mention Figures 1, 2, 3, and 4,
although students may also use this strategy
on other figures.)

At a Glance
1.3 Finding Areas
PACING 1 day
Mathematical Goal
• Develop strategies for finding areas of irregular figures on a grid
Launch
Materials
Draw a simple figure on a dot grid. Ask students how they could find the area
of the figure. Let students share their ideas. There are two main strategies
• Transparency 1.3
students tend to use: subdividing the figure and finding the areas of the
• Labsheet 1.3
pieces; and enclosing the figure in a rectangle and subtracting the areas of the
• Geoboards (optional)
pieces outside the figure from the area of the rectangle. It is not necessary to
discuss both strategies now, but you will want to address both in the summary.
Have students explore the problem in pairs. Students may work on
Labsheet 1.3, redraw the figures on dot paper, or construct them on
geoboards.
Explore
In their work, students will review how to find areas of rectangles and
triangles. Look for students who are actively applying this knowledge; they
can share their strategies in the summary. Some students may need help
1
applying the rule for the area of a triangle A = 2 bh. Help them to see that
a triangle is half of a rectangle.
You may want to have students work on ACE Exercises 15–20 at this
time.
Summarize
Materials
As students share answers and strategies, help them generalize their
methods for finding area.
• We can find areas of some figures by subdividing them and adding the
areas of the smaller figures. For which figures in this problem is using
this method easy?
• We can find areas of some figures by enclosing them in a rectangle and
subtracting the areas of the unwanted parts from the rectangle’s area. For
which figures in this problem is using this method easy?
• Did you use different strategies for finding the area of the park on the
coordinate grid?
Some students may use the strategy of rearranging parts of a figure to
form a rectangle or a triangle with an easy-to-find area.
Students will need to be able to apply these methods for their future
work in this unit, so make sure everyone can use at least one of them and
explain why it works.

ACE Assignment Guide B. 10 units2 or 5 units2, depending on which

for Problem 1.3 square the student chooses.
Core 15–25 C. Possible strategies include subdividing figures

Other Connections 32–34; Extensions 38, 39; and adding the areas of the smaller figures;
unassigned choices from earlier problems enclosing figures in rectangles and then
subtracting the areas of the unwanted parts;
Adapted For suggestions about adapting ACE and rearranging parts to form a rectangle or
exercises, see the CMP Special Needs Handbook. triangle with an easy-to-find area.
Connecting to Prior Units 32: Bits and Pieces II;
33, 38, 39: Covering and Surrounding;
34: Accentuate the Negative
Answers to Problem 1.3

A. 1. 2 units2
2. 1.5 units2
3. 2 units2
4. 4 units2
5. 3 units2
6. 4 units2
7. 3.5 units2
8. 6.5 units2
9. 8.5 units2
10. 8.5 units2

Answers
Investigation 1
ACE 7. a. The hospital is 4 blocks from the

Assignment Choices greenhouse. There are ten intersections on
the map that are 4 blocks by car from the
Problem 1.1 gas station: (1, 5), (0, 4), (1, 3), (2, 2), (3, 1),
ACE ANSWERS
Core 1–7 (4, 0), (5, 1), (6, 2), (7, 3), and (7, 5).
Other Connections 26–28, 30; Extensions 35, 36
b.
Problem 1.2 School Flying Distance
Location (blocks)
Core 8–10, 14
Other Applications 11–13; Connections 29, 31; (1, 5) 艐 3.2
1
Extensions 37; unassigned choices from earlier (0, 4) 4
problems
(1, 3) 艐 3.2
Problem 1.3 (2, 2) 艐 2.8
Core 15–25 (3, 1) 艐 3.2
Other Connections 32–34; Extensions 38, 39;
unassigned choices from earlier problems (4, 0) 4
(5, 1) 艐 3.2
Adapted For suggestions about adapting
(6, 2) 艐 2.8
Exercises 1–6, 8–10, and other ACE exercises, see
the CMP Special Needs Handbook. (7, 3) 艐 3.2
Connecting to Prior Units 29, 31: Moving Straight (7, 5) 艐 3.2
Ahead, Thinking With Mathematical Models;
32: Bits and Pieces II; 33, 38, 39: Covering and
8. (-2, 3) and (1, 5); (5, -1) and (2, -3). There is a
Surrounding; 34: Accentuate the Negative
third possibility with non-integer coordinates,
but students do not need to find this one.
Applications 9. There are infinitely many possible pairs,
1. a. (6, 1) b. (-6, -4) c. (-6, 0) including (2, 0) and (5, 2); (0, 2) and (3, 4);
(0, -2) and (3, 0); and (2, -1) and (5, 1).
2. 13 blocks 3. 18 blocks
10. There are infinitely many possible vertices,
4. There are many 10-block routes, but there
including (0, 2), (3, 0), (4, -6) and (5, -1). Any
are exactly five possible halfway points:
one of the vertices in Question 8 will work.
(-5, 0), (-4, -1), (-3, -2), (-2, -3), and
(-1, -4). 11. B
5. Because there is only one possible route, 12. There are many possible vertices, including
there is only one possible halfway point: (2, 3), (3, 6), (5, 7), (1, 4), (4, 5), (0, 2), (6, 4).
(-3, -2). (See the answer to Exercise 13.)
6. a. The art museum and the cemetery
b. Possible answer: To get to the art museum,
drive 6 blocks east, turn left, and go north
1 block. To get to the cemetery, drive
3 blocks east, turn right, and drive
4 blocks south.

13. An infinite number of right triangles can be Connections

drawn. The third vertex can be located at any
grid point on the line that goes through (0, 2) 26. 8 blocks ? 150 m/block = 1,200 m
1
and (6, 4) (the line y = 3
x + 2) or on the line 27. 12 blocks ? 150 m/block = 1,800 m
that goes through (-1, 5) and (5, 7) (the line 28. 750 m 150 m/block = 5 blocks. City Hall
1 16 and the Stadium are 5 blocks, or 750 meters,
y= 3
x + 3
). Each of these lines is
apart by car. So are the Cemetery and the
perpendicular to the segment connecting
Animal Shelter, and the Art Museum and the
(3, 3) and (2, 6), so these lines create the right Gas Station.
angle for the triangle. Some students may 29. a. She probably found the slopes of all four
express this idea as follows: Imagine a line sides. The slopes of any two adjacent sides
starting from one of the given points and at a are negative reciprocals of each other, so
right angle to the given side. Any point along they are perpendicular line segments (in
other words, all four angles were 908).
that line can be the third vertex of the
b. She probably found the slopes of all four
triangle.
sides. Because the slopes of opposite sides
14. Yes. Opposite sides have equal lengths and were the same, they were parallel. because
slopes. opposite sides of the quadrilateral were
parallel, her figure was a parallelogram.
y 30. a. (-2, -1)
4
b. There are three ways to find the shortest
2 route. For example, Cassandra could walk
x 2 blocks west and 1 block south.
O 2 4 c. (-1, 4)
d. There are five ways to find the shortest
route. For example, Aida could walk
Note: The slopes may be compared intuitively 1 block west and 4 blocks north.
at this time. Students may say the distance e. Figure out how many blocks east or
between parallel lines is always the same, or west you have to go by comparing the
they may use left/right, up/down language to x-coordinates of the two locations. Figure
express this idea. Others may find the actual out how many blocks north or south you
slopes. have to go by comparing the y-coordinates.
15. 3 units2 16. 4 units2 17. 2 units2 The sum of these is the number of blocks in
a shortest route.
18. 2 units2 19. 3.5 units2 20. 5 units2
31. a. Lines 1, 5, and 8; lines 3 and 6
21. 5 units2 22. 2.5 units2 23. 1 unit2
b. Lines 2 and 6; lines 3 and 2; lines 8 and 4;
24. 5.5 units2 25. 8.5 units2
lines 1 and 4; lines 5 and 4
Methods used in Exercises 21–25 will vary. 1
Students may subdivide a figure into smaller 32. a. 32 units2
squares and triangles and add their areas. They b. Answers will vary. Possible figure:
might surround a figure with a rectangle and
subtract the areas of the shapes outside of the
figure from the rectangle’s area. For example, a
square of area 4 units2 can be drawn around the
shape in Exercise 23, and the area of the three
1 unit2 triangles can be subtracted, leaving an area
of 1 unit2.
33. a. 4p, or about 12.56 units2
b. 16 – 4p, or about 3.43 units2

34. a. (6, 0). It has the greatest x-coordinate. 38. Each triangle has an area of 1 unit2. They all
b. (-5, -5). It has the least x-coordinate. have base length 1 unit and height 2 units.
c. (-4, 6). It has the greatest y-coordinate. 39. Each triangle has an area of 3 units2 because
d. (0, -6). It has the least y-coordinate. they all have base 3 units and height 2 units.
Extensions Possible Answers to

Mathematical Reflections
35. Road maps are typically partitioned into
square areas by consecutive letters running 1. Driving distances are the same as or greater
ACE ANSWERS
along the sides of the map and consecutive than flying distances. If the two places do not
numbers running along the top and bottom. lie on the same vertical or horizontal line, the
This system is similar to a coordinate grid flying distance is shorter because the car can’t
system, but the letters and numbers do not travel in a straight line between them, but the
refer to points; they refer to regions. For helicopter can.
example, anything in the top-left square might 2. Note that “distance” is intentionally vague.
1
be in region A-1. Students encountered two types of distances
36. Answers will vary. Students should include in Euclid: driving and flying. The flying
compass directions as well as distances and distance corresponds to straight-line distance
will need to decide where the distances are to on the plane. Flying distances can be
be measured from, such as airports or city estimated with a ruler. Calculating flying
centers. For example: Starting at the airport at distances exactly requires using the
Grand Rapids, go south 47 mi to the airport at Pythagorean Theorem, which students do not
Kalamazoo. From Kalamazoo, go northeast yet know.
60 mi to the airport at Lansing. From Lansing, The driving distance between two landmarks
go southeast 80 mi to the airport at Detroit. is the sum of the positive differences of the
x- and y-coordinates. In other words, the
For the Teacher You may want to point out that driving distance is the sum of the absolute
pilots need more exact directions than north, value of the differences between the x- and
south, east, or west because the actual direction y-coordinates.
may be a few degrees east or west of due north. 3. Sometimes I just counted the units of area.
37. Possible answer: For each parallelogram, all Sometimes I subdivided the figure into
four sides are the same length. A rhombus is smaller shapes like right triangles and
the only parallelogram with perpendicular rectangles, found the areas of the smaller
diagonals. Students may only say that shapes, and added them to get the large
squares—rhombi with right angles—have figure’s area. Sometimes I enclosed the figure
perpendicular diagonals. You may want to in a rectangle, found the area of the rectangle,
encourage them to look for non-square and subtracted the areas of the figures that
rhombi. were not part of the enclosed figure.

2 Squaring Off

Problem 2.1 Looking for Squares
• Draw squares on 5 dot-by-5 dot grids and find
their areas Students search for all the squares that can be
drawn on a 5 dot-by-5 dot grid. In the process,
• Introduce the concept of square root they begin to see how the area of a square relates
• Understand square root geometrically, as the to its side length.
side length of a square with known area
• Use geometric understanding of square roots to Problem 2.2 Square Roots
find lengths of line segments on a dot grid
Students are introduced to the concept of square
root. They learn that the positive square root of a
number is the side length of a square with that
number as area.
Problem 2.3 Using Squares to Find Lengths

Students find the lengths of segments on a dot
grid by drawing squares with the segment as the
side length. The length of the segment is the
square root of the square’s area.
Suggested
All 4 days Centimeter rulers, calculators, student

notebooks
2.1 1 day Labsheet 2.1 Transparency 2.1 (optional) 1–3, 42, 47, 48
2.2 111 days Transparency 2.2 (optional) 4–34

2
2.3 1 day Labsheet 2.3, geoboards (optional) Transparencies 2.3A–C 35–41, 43–46, 49–53
(optional)
MR 11 day
2

2.1 Looking for Squares
Goal If some students find the same size square

more than once, remind them to check the area of
• Draw squares on 5 dot-by-5 dot grids and find each square they draw to verify that the areas are
their areas different.
In this problem, students draw squares of You might want to have some groups put their
various sizes on 5 dot-by-5 dot grids. In the work on large poster paper to refer to in the
process, they begin to see how the area of a discussion and in the rest of the unit.
square relates to the length of its sides.
Summarize 2.1
Launch 2.1 Ask students to share the various squares they
Display Transparency 2.1 or draw a 5 dot-by-5 dot found. Ask them to draw them on Transparency
grid on the board. Draw a unit square on the grid 2.1. Continue until all eight squares are displayed.
and label it with the numeral 1. (If students do not offer all eight, suggest the
missing ones yourself.) Discuss the strategies
Suggested Question Ask: students used to find the squares.
• I have drawn a square with an area of Suggested Questions Ask:
1 square unit on this 5 dot-by-5 dot grid. Can
someone come up and draw a square with a • Which squares were easy to find? Why?
different area? (Upright squares, because their sides align
with the horizontal and vertical lines of dots
2
Explain that students are to search for all the in the grid)
different sizes (areas) of squares that will fit on a
5 dot-by-5 dot grid. Distribute Labsheet 2.1 and • Which squares were not easy to find? Why?
(Tilted squares, because their sides must meet
have students work on the problem in groups of
at right angles, but they do not align with
two or three.
horizontal and vertical lines of dots in the
grid)
Explore 2.1 • How do you know that the figures you drew
were squares? (I checked that the side lengths
Some students may find “upright” squares easily were equal and all angles were right angles or
(such as a square with an area of 9 square units) determined that the sides were
perpendicular.)
but have difficulty finding “tilted” squares (such
as a square with an area of 10 square units).
9 units2 10 units2
If students have difficulty identifying tilted

squares, display one on the board or overhead.
Start with a square of area 2.
Investigation 2 Squaring Off 35


At a Glance
2.1 Looking for Squares
PACING 1 day
Mathematical Goal
• Draw squares on 5 dot-by-5 dot grids and find their areas
Launch
Materials
Display Transparency 2.1 or draw a 5 dot-by-5 dot grid on the board. Draw
a unit square on the grid and label it with the numeral 1.
• Labsheet 2.1
• I have drawn a square with an area of 1 square unit on this • Centimeter rulers or
5 dot-by-5 dot grid. Can someone come up and draw a square with a other straightedges
different area?
Explain that students are to search for all the different sizes (areas) of
squares that will fit on a 5 dot-by-5 dot grid. Distribute Labsheet 2.1 and
have students work on the problem in groups of two or three.
Explore
If students have difficulty identifying tilted squares, display one on the
board or overhead. Start with a square of area 2.
Remind students to check the area of each square they draw to verify
that the areas are all different.
Summarize
Materials
Ask students to share the various squares they found as you draw them on
Transparency 2.1. Continue until all eight squares are displayed. (If students
do not offer all eight, suggest the missing ones yourself.) Discuss the
strategies students used to find the squares.
• Which squares were easy to find? Why?
• Which squares were not easy to find? Why?
• How did you determine that your figure was a square?

ACE Assignment Guide B. For the examples in this problem, all the
for Problem 2.1 upright squares have whole-number side
lengths. Some tilted squares also have
Core 1, 2, 42 whole-number side lengths. An example of
Other Applications 3; Extensions 47, 48 this (a tilted square with area 25 units2) will
Adapted For suggestions about adapting ACE be seen in Problem 2.3.
exercises, see the CMP Special Needs Handbook.
Connecting to Prior Units 42: Shapes and Designs,
Covering and Surrounding, Moving Straight Ahead

A. Eight different areas are possible:
1 unit2
4 units2
9 units2
2 units2
16 units2
5 units2
8 units2 10 units2

2.2 Square Roots
Goals On the board or overhead, draw a square with

an area of 2 square units on a dot grid.
• Introduce the concept of square root
• Understand square root geometrically, as the
side length of a square with known area
In this problem, the concept of square root
is introduced in the context of the relationship
between the area of a square and the length of its 2 units2
sides.
Suggested Questions Discuss the Getting Ready

questions.
Launch 2.2
Discuss the side length of the square with an area • What is the side length of a square with an
of 4 square units. Draw the square on the board area of 2 square units? ("2 units)
or overhead. • Is this length greater than 1 unit? Is it greater
Suggested Questions than 2 units? (It is between 1 and 2 units.
Students may not be able to answer the first
• This square has an area of 4 square units. question yet because 12 = 1 and 22 = 4.)
• Is 1.5 a good estimate for "2 ? Explain.
What is the length of a side? (2 units)
• How do you know your answer is correct? (It depends on how much accuracy we want.
2
(You can easily count 2 units along any side, 1.5 ? 1.5 = 2.25, which is not that close to 2,
and 2 ? 2 = 4, or 22 = 4.) so one could say it is not a good estimate.)
Introduce the concept of square root. • Can you find a better estimate for "2? (1.4 is
a better estimate because 1.4 ? 1.4 = 1.96,
• What number multiplied by itself is 4? (2) We which is closer to 2.)
can say this another way: The square root of
4 is 2. When students have some understanding of the
• A square root of a number is a number that concept of a square root, have them work on the
when squared, or multiplied by itself, equals problem in groups of two or three. Remind them
the number. 2 is a square root of 4 because that they should use a calculator only when the
2 ? 2 = 4. text asks them to do so. There is some important
estimation work that would be trivialized by
• Is there another number you can multiply by premature use of a calculator.
itself to get 4? (Yes, -2)
Write "4 on the board.
• This notation means the positive square root Explore 2.2
of 4.
Add to the text on the board to get "4 = 2.
Ask students how they know their answers for
Questions A and B are correct. Ask them how
• If we want to denote the negative square root, they could check their answers.
we need to add a negative symbol. As the groups finish Questions A and B, ask
Write -"4 = -2 on the board. them to find the negative square roots of 1, 9, 16,
and 25 as well. Check their work to see if they are
• Because we are working with lengths, we will using the square root symbol correctly.
be using only the positive square roots of
numbers.

Summarize 2.2 Continue the discussion with "5:

Talk about the side length of the square with an • What number multiplied by itself is 5? ("5)
area of 2 square units. • Which two whole numbers is "5 between?
• How can you prove that the area of this (2 and 3)
square is 2 square units? (Subdivide the • How do you know this? (22 is 4 and 32 is 9.
So, 5 is between 22 and 32. This means "5 is
square into smaller regions and add their
areas, or enclose the square in a larger square
between 2 and 3.)
and subtract the areas of the four triangles
outside the original square from the area of • Is "5 closer to 2 or 3? (2. Possible
the larger square.) explanation: 2.52 is 6.25. Because 5 is less
• What is the exact length of a side of this than 6.25, "5 must be less than 2.5, so it is
square? ("2 units) closer to 2.)
• You estimated "2 by measuring a side of the Ask some students to suggest decimal
square. What did you get? (Most students will approximations for "5. As a class, use a
get about 1.4.) calculator to multiply each approximation by
• Is this the exact value of "2? Does 1.4 itself to check whether the result is 5.
squared equal 2? (No, 1.42 = 1.96, so 1.4 is Discuss the answer to Question E.
too small.)
• What are the side lengths of all the squares
• You also found "2 by using the square root you found in Problem 2.1? (1, "2, 2, "5,
"8, 3, "10, and 4)
key on your calculator. What value did your
calculator give? (1.414213562)
Write this number on the board. • Which is the least side length? Which is the
greatest?
• Enter this number into your calculator and You might display a number line on the board
square it. Is the result exactly equal to 2? (No;
you get 1.999999999.) or overhead and invite students to mark and label
the location of each side length. To know where to
• So the value you get by measuring and the place some of the values, they may need to use a
value you get with your calculator are both calculator to find approximate square roots or use
estimates.
reasoning similar to that used in Question D to
For the Teacher If you use a calculator to find find an estimate for "5.
"2, and then square the calculator’s result, you Question E leads into Problem 2.3, in which
will get 2. However, if you enter the estimate and students find all the different lengths of line
square it, you will get 1.999999999. segments that can be drawn on a 5 dot-by-5 dot
Emphasize that the value students got by grid.
measuring and the value they got using a
calculator are only approximate values of "2. The
exact value is "2. Note that "2 ? "2 = "4 = 2.

At a Glance
2.2 Square Roots
PACING 112 days
Mathematical Goals
• Introduce the concept of square root
• Understand square root geometrically, as the side length of a square with
known area
Launch
Materials
Discuss the side length of the square with an area of 4 square units.
• What is the length of each side? How do you know your answer is
correct? Vocabulary
Introduce the concept of square root. • square root
• What number multiplied by itself is 4? We say the square root of 4 is 2.
• A square root of a number is a number that when squared, or multiplied
by itself, equals the number. 2 is a square root of 4 because 2 ? 2 = 4.
• Is there another number you can multiply by itself to get 4?
Introduce square root notation. Write "4 = 2 and -"4 = -2 on the
board.
Draw a square with an area of 2 square units on a dot grid. Ask:
• What is the side length of this square? Is it greater than 1? Is it greater
than 2? Is 1.5 a good estimate for "2? Can you find a better estimate?
When students understand the concept of square root, have them work
on the problem in groups of two or three. Remind students that they should
use a calculator only when the text asks them to do so.
Explore
Ask students how they know their answers for Questions A and B are
correct. Ask them how they could check their answers.
Ask students to find the negative square roots of 1, 9, 16, and 25 as well.
Check their work to see if they are using the square root symbol correctly.
Summarize
Materials
Talk about the side length of the square with an area of 2 square units.
• How can you prove that the area of this square is 2 square units?
• What is the exact length of a side of this square?
• You estimated "2 by measuring a side of the square. What did you get?
Is this the exact value of "2?
• You also found "2 by using the square root key on your calculator.
What value did your calculator give? Enter this number into your
calculator and square it. Is the result exactly equal to 2?
continued on next page

Summarize
continued
Emphasize that the results found by measuring and with a calculator
are only approximate values for "2.
Ask students for decimal approximations for "5. As a class, use a
calculator to square each approximation to check whether the result is 5.
Discuss Question E.
• What are the side lengths of all the squares you found in Problem
2.1? Which is the least side length? Which is the greatest?
You could have the students write the lengths on a number line.
ACE Assignment Guide D. 1. 2 and 3. Because 5 falls between 22 and 32,

for Problem 2.2 "5 must be between 2 and 3.
Core 4–6, 10, 14–18 2. 2 is closer to "5. Possible explanation: 2.52
Other Applications 7–9, 11–13, 19–34; unassigned is 6.25. Because 5 is less than 6.25, "5 must
choices from earlier problems
be less than 2.5.
Adapted For suggestions about ACE exercises,
For the Teacher We cannot know which
see the CMP Special Needs Handbook.
whole number a square root is closer to by
comparing the squares of the numbers.
Answers to Problem 2.2 Consider the preceding example: 6.25 is closer
to 4 than to 9, yet "6.25 = 2.5 is exactly
A. 1. 1 unit; 3 units; 4 units; 5 units
halfway between 2 and 3. This fact is not the
2. "1 = 1, "9 = 3, "16 = 4, "25 = 5. point of this problem and need not be made
B. 1. 144 units2; 6.25 units2 with students just beginning to understand
2. "144 = 12, "6.25 = 2.5.
square roots.
3. 2.24. This estimate can be found by trial
C. 1. About 1.4
and error as follows: Find the squares of
2. Using 1.4 as the side length gives an area of 2.1, 2.2, 2.3, and so on. You’ll find that 5 is
1.4 ? 1.4 = 1.96 units2, which is not equal to
between 2.32 and 2.42. So, "5 must be
2 units2.
between 2.2 and 2.3. Then, find the squares
3. Possible answer: 1.41421356237. The exact of 2.21, 2.22, 2.23, and so on. You’ll find that
"5 is between 2.23 and 2.24. Next, find the
number of digits depends on the type of
calculator.
squares of 2.231, 2.232, 2.233, and so on.
4. The ruler estimate gives only the first few You’ll find that 5 is between 2.2362 and
2.2372. This means that "5 rounded to the
digits of the calculator estimate. In our case,
the ruler estimate has only one decimal
hundredths place is 2.24.
place. The calculator gives greater accuracy,
but its answer is also an approximation, just E. 1 unit, "2 units, 2 units, "5 units, "8 units,
as the ruler answer is. 3 units, "10 units, and 4 units

2.3 Using Squares to Find Lengths
Goal one suggests this method, remind students of the

connection they found between the area of a
• Use geometric understanding of square roots to square and the length of a side. Walk through this
find lengths of line segments on a dot grid process for the segment you drew.
In this problem, students develop a strategy for Explain to students that the squares they draw
finding the distance between dots on a grid by will extend beyond the 5 dot-by-5 dot grid. For
examining the line segment between the dots. To example, here is the square for the segment to the
find the length of the line segment, students draw a left below. The area of the square is 13 square
square with the segment as one side, find the area of units, so the length of the segment is "13 units.
the square, and then find the square root of the area.
Launch 2.3
As a class, list all the side lengths (in units)
students have found so far in their work with
5 dot-by-5 dot grids: 1, "2, 2, "5, "8, 3, "10,
and 4.
Suggested Question Ask:
When students understand the process,
• Can you draw a line segment on a distribute Labsheet 2.3 and have students explore
5 dot-by-5 dot grid with a length that is the problem in groups of three or four. If
2
different from these? geoboards are available, students can put two or
On Transparency 2.3A, draw the segment the more of them together to work on this problem.
class suggests, or draw one of your own. Here is
an example:
Explore 2.3
Groups do not need to find all 14 possible lengths.
However, be sure every student is able to draw a
square on a line segment and find the length of
the segment. You may want to have some groups
put their work on poster paper for discussion.
Going Further
Suggested Questions Ask:
Ask students who finish to count the different
• How do you know the length of this segment lengths that can be drawn on a 2 dot-by-2 dot
is different from others you have found? grid, a 3 dot-by-3 dot grid, and a 4 dot-by-4 dot
Students might mention ways to informally grid. Have them look for a pattern that will help
measure the length of the segment, or they might them to predict the number of possible lengths on
suggest comparing the segment to others that are a 6 dot-by-6 dot and 7 dot-by-7 dot grid. For an
a bit shorter or longer. n dot-by-n dot grid, there are all of the lengths
that were in an (n - 1) dot-by-(n - 1) dot grid,
• How might we find the actual length of this plus n more. Therefore, a 6 dot-by-6 dot grid has
line segment?
the 14 lengths from the 5 dot-by-5 dot grid, plus
Some students might suggest drawing a square 6 more, for a total of 20. The 7 dot-by-7 dot grid
using this segment as a side and then calculating has 20 + 7, or 27 lengths.
the segment’s length from the square’s area. If no

Summarize 2.3 segment AG is twice that of segment AF, so it is

2"2. The area of a square with a side length of
2"2 is 4 times the area of the similar square with
Ask students to share the lengths they found.
an area of 2, or 4 ? 2 = 8. Thus "8 = 2"2.

Draw the lengths on Transparency 2.3A or show
them on an overhead geoboard. Continue until all
14 lengths are displayed. Ask students to share Students who find the length of AG by drawing a
strategies they used to make sure they had all the square will get "8. If your class is ready, talk about
this equivalence: "8 = "4 ? 2 = "4 ? "2 =
lengths. Arrange the lengths in an orderly way
2"2. Or, have students use a calculator to evaluate

(see below).
A the various expressions.

Suggested Questions To test their understanding
F of A(3), ask the following:
B
• Between what two whole numbers does "17
lie? (4 and 5)
C J G
• Which whole number is it closer to? (It is
closer to 4 because 4.52 = 20.25, so "17 is
D N L H less than 4.5. A calculator tells us that it is
about 4.123105626.)
E O K M I
• Between what two whole numbers does "32
lie? (5 and 6)
Segment Length (units)

• How many of the lengths we have listed would
you have found on a 4-dot-by-4-dot grid? (1,
AB 1 2, and 3 as side lengths of upright squares;
"2, "5, "8, "10, "13, and "18 as side
AC 2
lengths of tilted squares)
AD 3 • What is "2 3 "2? (2) Why? (Because "2 is
AE 4 the side length of a square with area 2)
AF Á2 • What is "5 3 "5? (5) Why?

Á8, or 2 Á2
If Question C has not been discussed, be sure
AG
students share their strategies. Ask if there are
AH Á18, or 3 Á2 other line segments whose lengths can be
Á32, or 4 Á2
expressed in more than one way. For example,
3"2 = "18 and 2"5 = "20.
AI
AJ Á5
• Are there lengths that cannot be expressed in
AK Á20, or 2 Á5 more than one way? (Yes, "2, "5 . . .)
AL Á13
AM 5 Draw another segment on a dot grid. Ask the
AN Á10 class to express its exact length using a "5
Á17
symbol and then to tell which two whole numbers
AO
the length is between.
• Which whole number is it closer to? How do
Discuss the strategies students used to find the you know?
lengths. In some cases, students may have used
• Is there another way to express this length?
(For example, "8 = 2"2)
relationships between line segments rather than
drawing a square. For example, the length of

At a Glance
2.3 Using Squares to Find Lengths
PACING 1 day
Mathematical Goal
• Use geometric understanding of square roots to find lengths of line
segments on a dot grid
Launch
Materials
List all the side lengths that students have found so far in their work with
•
5 dot-by-5 dot grids: 1, "2, 2, "5, "8, 3, "10, and 4.
Transparency 2.3A
• Labsheet 2.3
• Can you draw a line segment on a 5 dot-by-5 dot grid with a length that • Centimeter rulers
is different from these? • Geoboards (optional)
On Transparency 2.3A, draw the segment the class suggests, or draw one
of your own.
• How do you know the length of this segment is different from others you
have found? How might we find the actual length of this line segment?
Explain to students that the squares they draw in the problem will
extend beyond the 5 dot-by-5 dot grid. Have students explore the problem
in groups of three or four.
Explore
Materials
Groups do not need to find all 14 possible lengths. However, be sure every
• Transparencies 2.3B
student is able to draw a square on a line segment and find the length of the and 2.3C
segment.
Summarize
Materials
Ask students to share the lengths they found. Draw the lengths on
Transparency 2.3 or show them on an overhead geoboard. Continue until all
14 line segment lengths are displayed. Ask the class for strategies they used
to make sure they had all the lengths.
Discuss the strategies that students used to find the lengths. If your class
is ready, talk about equivalence: "8 = "4 ? 2 = "4 ? "2 = 2"2.
Part (3) of Question A asks students for approximations of some of the
square roots they have found. To test their understanding, ask the following:
• Between what two whole numbers does "17 lie? Which whole number
is it closer to?
• Between what two whole numbers does "32 lie?
• How many of the lengths we have listed would you have found on a
4 dot-by-4 dot grid? What is "2 ?"2? What is "5 ?"5? Why?
If Question C has not been discussed, be sure students share their
strategies. Share Transparencies 2.3B and 2.3C with your students.

Summarize
continued
Draw another segment on a dot grid. Ask the class to express its exact
length using a "5 symbol and then to tell which two whole numbers the
length is between.
ACE Assignment Guide B. Both are correct. The length of AC is twice

for Problem 2.3 the length of AB. Because the length of AB is
"2 (being a side of the small square), the
length of AC is 2 times "2, or 2"2. We can
Core 35–37, 41
Other Applications 38–40; Connections 43–46;
also find the length of AC directly by making
Extensions 49–53; unassigned choices from earlier
it a side of a square (the large square in the
problems
picture below) whose area is 8. So, the length
Adapted For suggestions about adapting of AC also equals "8. So, 2"2 = "8.
Exercise 41 and other ACE exercises, see the
Connecting to Prior Units 43: Covering and C
Surrounding; 45: Bits and Pieces III; 46: Stretching B
and Shrinking
A

A. 1 and 2.
The possible lengths in increasing order are
1, "2 , 2, "5 , "8 , 3, "10, "13, 4, "17, C. 1. "40, or 2"10
"18, "20, 5, and "32. See the Summarize
section for pictures and more information. 2. Some examples are "17, "13, "5.
3.
Exact Decimal
Length Approximation
Á2 1.4
Á5 2.2
Á8 2.8
Á10 3.2
Á13 3.6
Á17 4.1
Á18 4.2
Á20 4.5
Á32 5.7

Answers
Investigation 2
ACE 3. Possible answer: By subdividing the square

Assignment Choices along its diagonals, you get four triangles,
1
each with an area of 2 unit2. Therefore, the
Problem 2.1
square has an area of 2 units2.
Core 1, 2, 42
Other Applications 3; Extensions 47, 48
Problem 2.2
Core 4–6, 10, 14–18
Other Applications 7–9, 11–13, 19–34; unassigned
choices from earlier problems Note: Ask students to draw the square above
inside an upright square with an area of
Problem 2.3 4 units2. Then, ask how the larger square can
ACE ANSWERS
Core 35–37, 41 be used to find the area of the smaller square.
Other Applications 38–40; Connections 43–46; Because each triangle formed has an area
Extensions 49–53; unassigned choices from earlier 1
of 2 unit2, the area of the smaller square is
problems 1
4 – (4 ? 2) = 2 units2.
2
Exercise 41 and other ACE exercises, see the
Connecting to Prior Units 42: Shapes and Designs;
43: Covering and Surrounding; 45: Bits and
Pieces III; 46: Stretching and Shrinking 4. a. 2 units2 b. About 1.414 units
B
Applications
A
1. 1, 2, and 4 units2
5. a. 5 units2 b. About 2.236 units

D
C
2. Possible answer:
6. Area: 45 units2; side length:"45 units, or

about 6.708 units
7. "11 < 3.3 8. "30 < 5.5
9. "172 < 13.1

10. B 11. 12 12. 0.6 13. 31 39. AB = "5 units; BC = "5 units;
14. 5 and 6. Because 27 is between 52 and 62, "27 CD = "2 units, DA = "2 units
40. EF = "13 units; FG = 1 unit;
is between 5 and 6.
GH = 1 unit; HJ = "2 units;

15. 31 and 32. Because 1,000 is between 312 and
322, "1,000 is between 31 and 32.
JK = "2 units; KL = "5 units;
16. True 17. True
LE = "2 units
18. False. 112 = 121
41. (Figure 1)
19. 6,561 20. 196 21. 5.3
1 2
22. 10.24 23. 16 24. 3
25. 2 26. 3 Connections
27. 4 28. 5
42. a. U, W, and X are right triangles. Possible
29. 1 and –1 30. 2 and –2 reasoning: I used a corner of a piece of
31. "2 and 2 "2 32. 4 and –4 paper (or an angle ruler) to check for 908
33. 5 and –5 34. "5 and 2"5 angles.
35. 1 unit, "2 units, 2 units, "5 units, "8 units b. Triangle U: 2.5 units2; Triangle W: 2 units2,
Triangle X: 9 units2.
1
43. a.
Á5 Area Perimeter
(units2) (units)
2
Á8
1 4
Á2 2 4Á2 5.66
4 8
36. a. "29 units 5 4Á5 8.94
b. 5 and 6. 52 is 25 and 62 is 36, and 29 is
8 4Á8 11.31
between 25 and 36.
37. First way: The area of a square with side AB 9 12
is 5 length of AB is "5 units.
units2. So, the 10 4Á10 12.65
The length of AC is twice the length of AB.
So, the length of AC is 2"5 units.
16 16
Second way: The area of a square with side

AC is 20 units2. So, the length of AC is b. The perimeter is the length of a side
"20 units.
multiplied by 4. Symbolically, P = 4O.
38. G
Á2 Á5 2.3
Figure 1
ⴚ2.3 ⴚ2 14
Á4
ⴚ3 ⴚ2 ⴚ1 0 1 2 3 4
4 5
(ⴚ 42 ) ()
2 2
2.09
2 14

44. a. Possible answer: d. Squares will vary. However, the coordinates

of each vertex of the larger square will be
6 y
some constant, a, times the coordinates of
4 the corresponding vertex of the smaller
square. The area of the larger square will be
R a2 times the area of the smaller square.
2 S
x
ⴚ6 ⴚ4 ⴚ2 O 2 6
Q Extensions
ⴚ2
P
47. Possible answers:
ⴚ4
ⴚ6
b. Q or S
c. Eight possibilities are shown.
y
6
ACE ANSWERS
4 48. Possible answers:
2 S
(0, 1) (2, 1)
x
ⴚ6 ⴚ4 O 2 6
(1, ⴚ2) Q (4, ⴚ1)
(ⴚ2, ⴚ1) ⴚ2
2
P (4, ⴚ3)
(ⴚ2, ⴚ3) ⴚ4
(2, ⴚ5)
ⴚ6 (0, ⴚ5)
49. No. Possible explanation: "8 is greater than

45. (Figure 2) 2, so "8 + "8 is greater than 4. However,
46. a. Yes. All squares are similar to each other. "16 is 4.
b. The coordinates of each vertex of the larger
square are twice the coordinates of the
corresponding vertex of the smaller square.
c. The area of the larger square is 4 times the
area of the smaller square.
Figure 2 Á5 Á8 Á13 Á18 Á32

Á1 Á2 Á4 Á9 Á16 Á25
0 1 2 3 4 5 6 7 8
Á10 Á17 Á20

50. a. "10 Possible Answers to

b. No. Possible explanations: The rectangles Mathematical Reflections
made from putting together two copies of 1. To find the length of a horizontal or vertical
each triangle have different areas, so the line segment, you can just count the units. To
triangles must have different areas. find the length of a diagonal segment, you can
draw a square with the segment as a side and
then take the square root of the square’s area,
which gives the length of a side of the square.
Or, you might be able to compare the
segment to others for which you know the
rectangle area ⴝ 4 units2 lengths. For example, the longer segment
below is twice the length of the shorter
segment. The length of the shorter segment is
"2, so the length of the longer segment is
2 ? "2 or 2"2.
rectangle area ⴝ 5 units2
2. Taking the square root of a number is the

opposite of finding the square. For example, if
a ? a = 9, then a is the square root of 9. Every
rectangle area ⴝ 3 units2 positive number has two square roots. In this
case, the square root of 9 is 3 and –3, because
Or, the three triangles have the same base but 3 ? 3 = 9 and –3 ? –3 = 9. We can show this by
different heights so they must have different writing 3 = "9 and -3 = -"9.
areas.
51. Whole number. "2 ? "50 = "100 = 10
52. Whole number. "4 ? "16 = 2 ? 4 = 8 or
"4 ? "16 = "64 = 8
53. Not a whole number.
"4 ? "6 = "4 ? 6 = "24 < 4.9

3 The Pythagorean Theorem

Problem 3.1 The Pythagorean Theorem
• Deduce the Pythagorean Theorem through
exploration Students collect information about the areas of
the squares on the sides of right triangles and
• Use the Pythagorean Theorem to find unknown conjecture that the sum of the areas of the two
side lengths of right triangles
smaller squares equals the area of the largest
• Reason through a geometric proof of the square.
Pythagorean Theorem
A Proof of the
• Use the Pythagorean Theorem to find the Problem 3.2
Pythagorean Theorem
distance between two points on a grid
• Determine whether a triangle is a right triangle Students investigate a puzzle that verifies that the
based on its side lengths sum of the areas of the squares on the legs of a
right triangle is equal to the area of the square on
• Relate areas of squares to the lengths of the the hypotenuse.
sides
Problem 3.3 Finding Distances

Students use the Pythagorean Theorem to find
distances between dots on a grid.
Problem 3.4 Measuring the Egyptian Way

Students explore the converse of the Pythagorean
Theorem: If a, b, and c are the lengths of the sides
of a triangle and a2 + b2 = c2, then the triangle is
a right triangle.
Suggested
3
All 6 days Calculators, centimeter rulers
3.1 2 days Dot paper Transparency 3.1 1–14
3.2 1 day Labsheets 3.2A–C, scissors Transparencies 3.2A, 3.2B 18–23, 26
3.3 1 day Labsheet 3.3 Transparency 3.3 24, 27–35

1
3.4 12 days String; straws or polystrips (optional) Transparency 3.4 15–17, 25
MR 1 day
2
Investigation 3 The Pythagorean Theorem 51

3.1 The Pythagorean Theorem
Goals Draw squares on the legs of the triangle.
• Deduce the Pythagorean Theorem through

exploration
• Use the Pythagorean Theorem to find unknown
side lengths of right triangles
In this problem, students collect data about the
areas of squares on the sides of a right triangle.
They use patterns in their data to conjecture that • What are the areas of the squares on the legs?
(Both squares have an area of 1 square unit.)
the sum of the areas of the two smaller squares
equals the area of the largest square. • What is the area of the square on the
hypotenuse? (2 square units)
Students may notice that the sum of the area of
Launch 3.1 the squares on the legs is equal to the area of the
square on the hypotenuse, but don’t push for this
To introduce the topic, draw a right triangle below observation at this time. You might say:
on a dot grid at the board or overhead.
• In Problem 3.1, you will be looking for a
relationship among the three squares that can
be drawn on the sides of a right triangle. It will
help to organize your work in a table so that
you can look for patterns.
Have students work in groups of three or four.
• What kind of triangle have I drawn? (A right

triangle) Explore 3.1
Explain that in a right triangle, the two sides
Ask that each student complete a table.
that form the right angle are called the legs of the
Encourage the students in each group to share the
right triangle. The side opposite the right angle is
work, with each student finding the areas for two
called the hypotenuse.
or three of the right triangles.
• What are the lengths of the two legs of this Check to see that students are correctly
triangle? (1 unit) drawing the squares on the right triangles.
• How can we find the length of the hypotenuse Summarize 3.1
of the triangle? (Draw a square using this
segment as a side. Then, find the area of the Ask the class to discuss the patterns they see in
square and take its square root.)
the table. They should notice that the sum of the
areas of the squares on the legs is equal to the
area of the square on the hypotenuse.
• What conjecture can you make about your
results? (When you add the areas of the
squares on the legs, you get the area of the
square on the hypotenuse.)
• This pattern is called the Pythagorean Theorem.

Draw and label a right triangle as shown below. Suggested Questions Ask:
• We have shown that this triangle is not a right
triangle. What are the areas of the squares on
c
a its sides? (5, 10, and 25 square units)
• Is the sum of the areas of the squares on the
b shorter sides equal to the area of the square on
the longest side? (No; 5 + 10 2 25)
• Suppose a right triangle has legs of lengths a Next, ask the class this question:
and b and a hypotenuse of length c. Using these
letters, can you state the Pythagorean Theorem • Do you think the Pythagorean Theorem is
in a general way? (If a and b are the lengths of true for all right triangles, even if the sides are
the legs of a right triangle and c is the length of not whole numbers?
the hypotenuse, then a2 + b2 = c2.) The theorem is true for all right triangles. To
help the class explore this, you may want to do
• Do you think the Pythagorean Theorem will
work for triangles that are not right triangles? ACE Exercises 13 and 14 as a class. The triangle
in Exercise 14 has leg lengths "5 units and "5
units, and hypotenuse length"10. The squares of
To help the class explore this question, draw the
triangle shown below on the board or overhead
(or have the class try this example on their own). these side lengths are 5, 5, and 10 and 5 + 5 = 10.
Use a corner of a sheet of paper to verify that the This shows that the Pythagorean Theorem applies
triangle does not contain a right angle. to a right triangle with side lengths that are not
whole numbers. A proof that shows the theorem is
true for all right triangles is developed in the next
problem.
The Pythagorean Theorem is useful for finding
unknown side lengths in a right triangle. In this
spirit, you could wrap up by having students add a
column to their tables, labeled “Length of
Hypotenuse.” Fill in this column together, or give
Then, draw squares on each side of the triangle.
students a short period of time to complete it
themselves and then check the results as a class.
Suggested Question Choose one of the right
triangles in the table, list the lengths of the three
sides, and ask students what the Pythagorean
3
Theorem says about these lengths.
• The lengths of the sides of a right triangle are
2, 3, and "13. What does the Pythagorean
Theorem say about these lengths?
(22 + 32 = ("13) 2, or 4 + 9 = 13)
Repeat the question for lengths 5, 12, and 13.


At a Glance
3.1 The Pythagorean Theorem
PACING 2 days
Mathematical Goals
• Deduce the Pythagorean Theorem through exploration
• Use the Pythagorean Theorem to find unknown side lengths of right
triangles
Launch
Materials
Draw a tilted line segment on a dot grid at the board or overhead. Ask:
• Dot paper
• How can we find the length of this line segment? • Centimeter rulers
Using the original line segment as a hypotenuse, draw two line segments
to make a right triangle. Vocabulary
• What kind of triangle have I drawn? • hypotenuse
Explain that in a right triangle, the two sides that form the right angle are
• legs
called the legs of the right triangle. The side opposite the right angle is
called the hypotenuse.
• What are the lengths of the two legs of this triangle?
• What are the areas of the squares on the legs? What is the area of the
square on the hypotenuse?
Have students work in groups of three or four on the problem.
Explore
Ask that each student complete a table. Encourage the students in each
group to share the work, with each student finding the areas for two or
three of the right triangles.
As you circulate, check to see that students are correctly drawing the
squares on the right triangles.
Discuss the patterns in the table.
• What conjecture can you make about your results? This pattern is called
the Pythagorean Theorem.
• Suppose a right triangle has legs of lengths a and b and a hypotenuse of
length c. Using these letters, can you state the Pythagorean Theorem in a
general way?
• Do you think the Pythagorean Theorem will work for triangles that are
not right triangles?
Help the class explore this question by drawing a non-right triangle and
then drawing squares on the sides. Then ask:

Summarize
Materials
• Do you think the Pythagorean Theorem is true for all right triangles, • Student notebooks
even if the sides are not whole numbers?
The theorem is true for all right triangles. To help the class explore Vocabulary
this, you may want to do ACE Exercises 13 and 14 as a class. • conjecture
You could wrap up by having students add a column to their tables, • Pythagorean
Theorem
labeled “Length of Hypotenuse.” Fill in this column together, or give
students time to complete it themselves and then check the results
as a class.
Choose one of the right triangles in the table, list the lengths of the
three sides, and ask students what the Pythagorean Theorem says about
these lengths.
ACE Assignment Guide C. Possible answer: If the legs of a right triangle

for Problem 3.1 are 4 units and 1 unit, then the area of the
square on the hypotenuse is 17 units2 because
Core 1, 2, 5, 6, 8–11, 12 16 + 1 = 17.
Other Applications 3, 4, 7, 13, 14
Exercises 8–11 and other ACE exercises, see the
Connecting to Prior Units 18–22: Filling and 17
Wrapping
1
A. (Figure 1) 16
B. The area of the square on the hypotenuse is
equal to the sum of the areas of the squares
on the legs.
Figure 1
Length of Length of Area of Square Area of Square Area of Square

Leg 1 (units) Leg 2 (units) on Leg 1 (units2) on Leg 2 (units2) on Hypotenuse (units2)
1 1 1 1 2
1 2 1 4 5
2 2 4 4 8
1 3 1 9 10
2 3 4 9 13
3 3 9 9 18
3 4 9 16 25

3.2 A Proof of the Pythagorean Theorem
Goal Have students work in groups of four on the

problem. Give each student scissors and a copy of
• Reason through a geometric proof of the Labsheets 3.2A.
Pythagorean Theorem
In this problem, students investigate a puzzle
that verifies that the sum of the areas of the Explore 3.2
squares on the legs of a right triangle is equal to
the area of the square on the hypotenuse. Encourage each group to find more than one way
Students are again introduced to this idea in to fit the puzzle pieces into the two frames.
symbolic form: If a and b are the lengths of the Make sure each group compares their results
legs of a right triangle, and c is the length of the with those of another group.
hypotenuse, then a2 + b2 = c2. Pass out a new set of puzzle pieces (Labsheets
3.2B and 3.2C) for some groups to explore.
Launch 3.2
Summarize 3.2
We have seen many examples of right triangles
When groups have finished the problem, ask
that satisfy the Pythagorean Theorem. While these
about any general patterns they noticed. Some
examples are convincing, we can never be sure
may mention the relationship between the squares
that this theorem works for all right triangles. To
and the sides of the right triangle. Others may
be sure, we need a mathematical proof which uses
notice that a side length of a puzzle frame is equal
reasoning to show that a conjecture is always true.
to the sum of the lengths of the two legs of each
Explain that there are many proofs of the
triangle. Demonstrate these relationships at the
Pythagorean Theorem. One of the proofs is based
overhead.
on the puzzle they will explore in this problem.
Have a couple of groups show how they
Display a set of puzzle pieces on the overhead.
arranged their puzzle pieces. The arrangements
Ask students if they see any relationships among
may differ slightly, but they all lead to the same
the puzzle pieces. Some may notice that the
conclusion. One arrangement is shown below.
square pieces fit on the sides of the right triangle.
• I’m handing out sheets containing two puzzle

frames and 11 puzzle pieces. Your task is to
arrange the puzzle pieces in the two frames
using 4 triangles in each frame and to look for
a relationship among the areas of the three
square pieces.

Suggested Questions Ask: Suggest that students apply this method to

another right triangle (or use Labsheets 3.2B
• What relationship do these completed puzzles
suggest? and 3.2C) as part of their homework. They will
need to make eleven puzzle pieces and 2 identical
• How do the dimensions of the frame relate to frames. Because this procedure will work for any
the sides of the triangles? right triangle, this means that our conjecture
• Can you be sure that the puzzle pieces fit the about the side lengths of a right triangle is true for
frame precisely? all right triangles. This is a geometric proof of the
• Would you be able to use this “arrangement” Pythagorean Theorem.
proof for any right triangle? Offer an example to help students apply the
theorem.
Help students to understand the following
argument: Suggested Question Ask:
• The areas of the frames are equal. • How can you use the Pythagorean Theorem to
find the length of the hypotenuse of a right
• Each frame contains four identical right triangle? (If we know the lengths of the legs,
triangles. we can find the areas of the squares on those
• The shapes exactly fit the frame, making straight two sides and add them. This total area is
edges where needed, and matching the “a 1 b” equal to the area of the square on the
dimensions. hypotenuse. Taking the square root of that
amount will give us the length of the
• If the four right triangles are removed from hypotenuse.)
each frame, the area of the shapes remaining in
the frames must be equal. That is, the sum of the Check for Understanding
areas of the squares in one frame must equal Draw these triangles on the board or overhead:
the area of the square in the other frame.
Label a diagram of one of the arrangements
suggested by the class as shown below.
6 units ? 7 units
a 4 units
2 units ?
a 2
a
• How might we find the unknown side lengths
in these right triangles?
2 b
b Students will likely suggest finding the areas of
b the squares on the labeled sides. For the triangle
on the left, the areas of the squares on the legs are
36 and 4. The sum, 40, is the area of the square on
c
the hypotenuse. The length of the hypotenuse is
"40. For the triangle on the right, the area of the
square on the hypotenuse is 49, which is equal to
c2
c the sum of the areas of the squares on the legs.
The area of the square on the unlabeled leg is
thus 49 - 16 = 33. The missing leg length must
be "33.
The diagram shows that if the lengths of the
legs of a right triangle are a and b and the length
of the hypotenuse is c, then a2 + b2 = c2.

At a Glance
3.2 A Proof of the Pythagorean Theorem
PACING 1 day
Mathematical Goal
• Reason through a geometric proof of the Pythagorean Theorem
Launch
Materials
Explain to the class that there are many proofs of the Pythagorean
Theorem. One is based on the puzzle they will explore in this problem.
• Transparency 3.2A
• Labsheets 3.2A
Display a set of puzzle pieces on the overhead. Ask students if they see
• Scissors
any relationships among the puzzle pieces.
• Your task is to arrange the puzzle pieces in the two frames and to look
for a relationship among the areas of the three square pieces.
Have students work in groups of four on the problem. Give each student
scissors and a copy of Labsheet 3.2A.
Explore
Materials
Encourage each group to find more than one way to fit the puzzle pieces
into the two frames.
• Labsheets 3.2B–C
• Transparency 3.2B
Make sure each group compares its results with those of another group.
Pass out a new set of puzzle pieces (Labsheets 3.2B and 3.2C) for some
groups to explore.
Summarize
Materials
When groups have finished the problem, ask about any general patterns
they noticed. Demonstrate these relationships at the overhead.
Have groups show how they arranged their puzzle pieces.

• What relationship do these completed puzzles suggest?
Help students understand the following argument: The areas of the
frames are equal. Each frame contains four identical right triangles. If the
four right triangles are removed from each frame, the area remaining in the
frames must be equal. That is, the sum of the areas of the squares in one
frame must equal the area of the square in the other frame.
Show a diagram of the completed puzzles with sides labeled a, b, and c.
Use the diagram to help students see the symbolic form of the Pythagorean
Theorem: a2 + b2 = c2. Offer an example to help them apply the theorem.
• How can you use the Pythagorean Theorem to find the length of the
hypotenuse of a right triangle?
Draw two right triangles on the board. One should have legs labeled 6 and
2, and hypotenuse labeled “?”. The other should have legs labeled 4 and
“?”, the hypotenuse labeled 7. Ask students to find the unknown lengths.

ACE Assignment Guide 2. The sum of the areas of the two smaller
for Problem 3.2 squares is equal to the area of the largest
square.
Core 23, 26
3. The sum of the squares of the lengths of
Other Connections 18–22, unassigned choices from
the legs of a right triangle is equal to the
earlier problems
square of the length of the hypotenuse.
Adapted For suggestions about adapting ACE 4. Because the procedure for arranging the
exercises, see the CMP Special Needs Handbook. triangles and squares for this problem can
Connecting to Prior Units 23: Accentuate the be applied to any right triangle, the
Negative; 26: Filling and Wrapping conclusion is true for all right triangles.
C. 1. 32 + 52 = 34 cm2
Answers to Problem 3.2 2. "34 cm, or approximately 5.83 cm
A. Each side length of the triangle is equal to the D. For a right triangle with legs of lengths a and b
lengths of the sides of one of the three and hypotenuse of length c, a2 + b2 = c2.
squares.
B. 1. Possible arrangement:

3.3 Finding Distances
Goals • What are the lengths of the legs? (5 units and

2 units)
• Use the Pythagorean Theorem to find the
distance between two points on a grid • How can you use this information to find the
length of the hypotenuse? (The square of the
• Relate areas of squares to the lengths of the length of the hypotenuse is 52 + 22, or 29, so
the length is "29 units.)
sides
In this problem, students discover how the
Pythagorean Theorem can be used to find the • So, what is the distance between points K and
distance between two dots on a grid. L? ( "29 units)
Distribute Labsheet 3.3 and have the class
work in pairs on the rest of the problem.
Launch 3.3
Display Transparency 3.3, or a transparent grid,
and indicate or label points K and L as shown in
Explore 3.3
the Student Edition. Students should find the problem a review of
Suggested Questions Ask: what they have learned so far. However, Question
D is a bit difficult, so you may need to help guide
• How can you find the distance between these their thinking.
two points?
The class may suggest measuring the distance
with a ruler. Explain that the Pythagorean • Can the "13-unit line segment be a vertical or
Theorem can be used to find an exact length. a horizontal segment? (No)
Draw line segment KL and ask: • Why not? (Vertical and horizontal segments
• How can we use the Pythagorean Theorem to have whole-number lengths on dot grids.)
find the length of this line segment? • If it is a tilted line segment, can it be the
Some students will probably suggest using the hypotenuse of a right triangle? (Yes)
segment as the side of a square; others may suggest • Assume this segment is the hypotenuse of a
using it as the hypotenuse of a right triangle. right triangle. What will the area of the square
on the hypotenuse be? [("13) , or 13 square
3
2
• What right triangle has this hypotenuse?
units]
Sketch students’ suggestions, which may be
either of the triangles shown here: • What is the sum of the areas of the squares on
the legs of this right triangle? (13)
L • What are two square numbers whose sum is
13? (4 and 9) So, what are the lengths of the
legs? ("4 units and "9 units, or 2 units and
K 3 units)
Students should draw a right triangle with legs
L of length 2 units and 3 units. The hypotenuse has
length "13 units.

Summarize 3.3 Typically, two lengths or two areas are known, and
we must find the third length or area. Once we
Ask students to demonstrate and explain how know the missing area, we can take its square root
they found the answers to Questions A–C. Then, to find the length. Conversely, once we know the
go over Question D carefully. After someone has missing length, we can square it to find the area.
explained how he or she found two points that The following visual explanation will help some
were "13 units apart, offer a similar problem. students understand the essence of the
Pythagorean Theorem:
• How would you find a line segment with a
length of "40 units?
Ask one or two students to describe their
method. They will likely use a guess-and-check c2
procedure to find the two square numbers with a c a a2 a2 ⴙ b 2 ⴝ c 2
sum of 40, which are 36 and 4. From this they can
b
determine that leg lengths 6 units and 2 units will
give a right triangle with a hypotenuse of length b2
"40 units. Students should verify their results:
22 1 62 5 40, so "40 is the length.You can The essential strategy for finding a tilted line
challenge students to find a few more lengths in with a certain length depends on finding two
this way, such as "50 units, "61 units, and squares whose sum is equal to the square of that
"72 units. length. In Exercise 27, students create a table of
If you want your students to have more sums of square numbers. This table will help them
practice with this idea, you could have them work find the two upright squares whose areas add to
on ACE Exercises 27–33, either as a final the square of the given length. They can use this
summary activity or as homework after this information to draw a right triangle with the given
problem. length as the hypotenuse. As a final check, ask this
Students should be able to focus on the areas question:
of the three squares on the sides of a right triangle • Can 7 be the length of a tilted line segment
and their relationship to the lengths of the sides. drawn between two dots on a dot grid? (No,
because 49 does not equal the sum of two
square numbers.)

At a Glance
3.3 Finding Distances
PACING 1 day
Mathematical Goals
• Use the Pythagorean Theorem to find the distance between two points on
a grid
• Relate areas of squares to the lengths of the sides
Launch
Materials
Display Transparency 3.3, or a transparent grid, and indicate or label points
K and L as shown in the Student Edition.
• Labsheet 3.3
• How can you find the distance between these two points?
Draw line segment KL and ask:
• How can we use the Pythagorean Theorem to find the length of this line
segment? What right triangle has this hypotenuse?
Sketch students’ suggestions.
• What are the lengths of the legs? How can you use this information to
find the length of the hypotenuse? So, what is the distance between
points K and L?
Distribute Labsheet 3.3 to each student and have the class work in pairs
on the rest of the problem.
Explore
Students should find the problem a review of what they have learned so far.
However, Question D is a bit difficult, so you may need to help guide their
thinking.
• Can the "13-unit line segment be a vertical or a horizontal segment?
• Assume this segment is the hypotenuse of a right triangle. What will the
area of the square on the hypotenuse be?
• What is the sum of the areas of the squares on the legs of this right triangle?
• What are two square numbers whose sum is 13? So, what are the lengths
of the legs?
Students should draw a right triangle with legs of lengths 2 units and
3 units. The hypotenuse has a length of "13 units.
Summarize
Materials
Ask students to demonstrate and explain how they found the answers to
Questions A–C. Then, go over Question D carefully. Offer a similar problem.
• How would you find a line segment with a length of "40?


Summarize
continued
Ask one or two students to describe their method. If you want your
students to have more practice with this idea, you could have them work
on ACE Exercises 27–33, either as a final summary activity or as
homework after this problem.
Students should be able to focus on the areas of the three squares on
the sides of a right triangle and their relationship to the lengths of the sides.
ACE Assignment Guide C. "45 units, 3"5 units, or about 6.71 units.
for Problem 3.3 Draw a right triangle with hypotenuse PQ.
Since 32 + 62 = 45, the hypotenuse has
a length of "45 units. This can also be
Core 24
Other Extensions 27–35; unassigned choices from
earlier problems written as 3"5.
Q
Adapted For suggestions about adapting ACE
Answers to Problem 3.3 P

A. 1. Two right triangles are possible. In the
D. Because ( "13) = 22 + 32, the hypotenuse
diagram below, they are KLW and KLV. 2
of a right triangle with legs of lengths 2 units

V L and 3 units will have a length of "13 units.
Y
Á13
K W 2
X
2. 2 and 5 3
3. 22 + 52 = 29, so the length of KL is

"29 units, or about 5.39 units.
B. 5 units. Draw a right triangle with hypotenuse
MN. Because 32 + 42 = 25, the hypotenuse
has a length of 5 units.
N

3.4 Measuring the Egyptian Way
Goals quadrilaterals with fixed side lengths. You may be

able to borrow them from a sixth-grade teacher.
• Determine whether a triangle is a right triangle They are a very useful tool for this problem.)
based on the lengths of its sides
In this problem, students investigate the
Explore 3.4
converse of the Pythagorean Theorem: If a, b, and If necessary, help students form one of the
c are the lengths of the sides of a triangle and triangles in Question A so they know what to do.
a2 + b2 = c2, then the triangle is a right triangle. If you have students who need more practice
checking whether three side lengths form a right
triangle, you might make up a few examples for
Launch 3.4 them.
Discuss the two questions in the introduction to Challenge
Problem 3.4. Remind students that, so far, they Ask students to think about the multiples of side
have learned that if a triangle is a right triangle, lengths of 3-4-5 and 5-12-13, such as 6-8-10 and
then its side lengths satisfy the relationship 10-24-26.
a2 + b2 = c2. However, they do not yet know
whether a triangle whose side lengths satisfy this
relationship must be a right triangle. • Do triangles whose sides have these lengths
Have students work on the activity in the form a right triangle as well? (Yes)
Getting Ready in pairs. Each pair will need a • How do you know? (Because 62 + 82 = 102
string, a marker, a ruler, and some tape. The and 102 + 242 = 262; because these enlarged
activity is easiest if the strings are cut to lengths triangles are similar to the original triangles,
that can easily be divided into 12 equal intervals so they have the same angle measure.)
(for example, 48 cm). (If students miscalculate and You could also challenge some students to find
have string left over, they can just cut off the different sets of whole-number side lengths that
excess.) Emphasize that students should tape the make a right triangle. Ask them to explain why.
ends of the string together so there is no overlap.
Suggested Questions After most students have
3
successfully formed a right triangle with Summarize 3.4
whole-number side lengths, discuss the questions. Have someone demonstrate at the overhead how
• What are the side lengths of the right triangle to arrange the string, straws, or polystrips to form
you formed? (3 units, 4 units, and 5 units) a triangle with side lengths 3 units, 4 units, and
• Do the side lengths satisfy the relationship 5 units. Ask the student how he or she knows it is
a2 + b2 = c2? (Yes) a right triangle. Explain that this triangle is
sometimes called a “3-4-5 right triangle.” Other
• How do you think the Egyptians used the right triangles are referred to in a similar way.
knotted rope? (Possible answer: They formed
a triangle with side lengths 3 units, 4 units, Suggested Questions Ask:
and 5 units. This triangle is a right triangle.
They used the right angle of the triangle to • Are multiples of a 3-4-5 triangle, such as 6-8-10
and 9-12-15 triangles, also right triangles? (Yes,
mark the corners of the rectangular plots.)
they are all similar triangles, so the measures of
Distribute straws, string, or polystrips, and have corresponding angles are equal. Students might
the class work in pairs on the problem. (Note: use the language of scale factors or ratios of
Students used polystrips in the grade 6 unit Shapes corresponding sides from their work with the
and Designs to explore the triangle inequality and Stretching and Shrinking unit to answer this
to investigate the rigidity of triangles and question.)

Have students check these triangles. • What about the multiples of 5-12-13? Do these
lengths form a right triangle? (Yes,
102 + 242 = 262, 152 + 362 = 392, and so on.)
5
3
Tell students that sets of three numbers that
satisfy the Pythagorean relationship are called
4
Pythagorean triples. Other whole-number triples
3 ⴙ 42 ⴝ 52
2
are 7-24-25 and 9-40-41.
Spend some time discussing the side lengths
that did not form a right triangle.
10 • Which of these sets of side lengths did not form

6 a right triangle? (5, 6, 10; 4, 4, 4; and 1, 2, 2)
• Does a2 + b2 = c2 for these sets? (No)
8
• If the side lengths of a triangle satisfy the
condition a2 + b2 = c2, is it a right triangle?
62 ⴙ 82 ⴝ 102 (Yes)
• Can we rearrange the sides of a right triangle
to form another triangle that is not a right
triangle? (No; for three given side lengths,
there is only one possible triangle. This idea
15 was explored in the grade 6 unit Shapes and
9 Design.)
You might want to review students’
understanding of the conditions for side lengths
of a triangle called the triangle inequality, which
12 was explained in Shapes and Designs.
92 ⴙ 122 ⴝ 152 • What about a triangle that has side lengths of
2 units, 6 units, 10 units? Is it a right triangle?
Have students demonstrate each set of lengths (There is no triangle with these side lengths.
on a grid at the overhead, checking for right These lengths do not satisfy the triangle
angles with an angle ruler or a corner of a piece inequality, which says that the sum of any two
side lengths must be greater than the length
of paper.
of the third side length.)
Question B, part (3), asks students if their
conjecture will always work. It works for the
examples they have tried. Remind students that a
few examples are not a proof. A proof for this
theorem is given on page 7. You could try to
demonstrate this proof or suggest that some
students may want to think about a proof (or
reasons) for homework.

At a Glance
3.4 Measuring the Egyptian Way
PACING 112 days
Mathematical Goals
• Determine whether a triangle is a right triangle based on its side lengths
Launch
Materials
Discuss the two questions in the introduction to Problem 3.4. Remind
students that, so far, they have learned that if a triangle is a right triangle,
then its side lengths satisfy the relationship a2 + b2 = c2. However, they do
• String
not yet know whether a triangle whose side lengths satisfy this relationship
• Straws or polystrips
must be a right triangle.

Have students work on the activity in the Getting Ready in pairs, or do

the activity as a demonstration.
Distribute rulers and straws, string, or polystrips, and have the class work
in pairs on the problem.
Explore
If necessary, help students form one of the triangles in Question A.
If you have students who need more practice checking whether three side
lengths form a right triangle, you might make up a few examples for them.
Challenge some students to think about the multiples of side lengths of
3-4-5 and 5-12-13, such as 6-8-10 and 10-24-26.
• Do triangles whose sides have these lengths form a right triangle as well?
How do you know?
You could also challenge some students to find different sets of
whole-number side lengths that make a right triangle.
Summarize
Materials
Have someone demonstrate how to arrange the string, straws, or polystrips
to form a triangle with side lengths 3 units, 4 units, and 5 units and to
explain how he or she knows it is a right triangle. Explain that this triangle
is sometimes called a “3-4-5 right triangle.”
• Are multiples of a 3-4-5 triangle, such as 6-8-10 and 9-12-15 triangles,
also right triangles?
Have students demonstrate each set of lengths on a grid at the overhead,
checking for right angles with an angle ruler or a corner of a piece of paper.
• What about the multiples of 5-12-13? Do these lengths form a right
triangle?
Also, discuss the side lengths that did not form a right triangle.
• Which of these sets of side lengths did not form a right triangle? Does
a2 + b2 = c2 for these sets?

ACE Assignment Guide B. 1. If a triangle’s side lengths satisfy the

for Problem 3.4 relationship a2 + b2 = c2, the triangle is a
right triangle.
Core 15–17
2. If a triangle’s side lengths do not satisfy the
Other Connections 25; unassigned choices from
relationship a2 + b2 = c2, the triangle is
earlier problems
not a right triangle.
Adapted For suggestions about adapting ACE 3. Possible answers: The side lengths 1, 1, and
exercises, see the CMP Special Needs Handbook. 2 do not satisfy the relationship
Connecting to Prior Units 25: Filling and Wrapping a 2 + b2 = c2 and are not lengths of sides
of a right triangle. Side lengths 15, 8, and 17
Answers to Problem 3.4 do satisfy a2 + b2 = c2 and are side
lengths of a right triangle.
A. C. 1. Yes. 122 + 162 = 202
Side Do the side Is the triangle
Lengths lengths satisfy a right 2. Yes. 82 + 152 = 172
(units) a2 ⴙ b2 ⴝ c 2 triangle?
3. No. 122 + 92 2 162
3, 4, 5 yes yes D. M, N, Q, and R. The side lengths of these
5, 12, 13 yes yes triangles satisfy the relationship a2 + b2 = c2.
5, 6, 10 no no
6, 8, 10 yes yes
4, 4, 4 no no
1, 2, 2 no no

Answers
Investigation 3
ACE 4. YZ is the hypotenuse of a right triangle with

Assignment Choices legs of length 4 units and 2 unit. Because
42 + 22 = 20, the length of segment YZ is
"20 units. Therefore, the distance between
Problem 3.1
Y and Z is "20 units.

Core 1, 2, 5, 6, 8–12
Other Applications 3, 4, 7, 13, 14
Z
Á20
Problem 3.2
Core 23, 26 2
Other Connections 18–22; unassigned choices from
Y
earlier problems 4
Problem 3.3 Note: There are many triangles with a hypotenuse
length of " 20 units (for example, one with legs 3
Core 24
Other Applications 27–35; unassigned choices
from earlier problems and " 11). However, in this case, we want to use
integer lengths so we can draw the triangle on dot
Problem 3.4 paper.
5. h2 = 42 + 32 = 25, so h = "25 in. = 5 in.
Core 15–17
Other Connections 25; unassigned choices from
earlier problems 6. k2 = 32 + 82 = 73, so k = "73 cm < 8.5 cm.
7. x2 = 72 - 42 = 33, so x = "33 m < 5.7 m.
ACE ANSWERS
y2 = 212 - 42 = 425, so y = "425 m < 20.6 m.
Exercises 8–11 and other ACE exercises, see the
CMP Special Needs Handbook. 8. Because 42 + 32 = 25, the distance is
Connecting to Prior Units 18–22, 25, 26: Filling and 5 blocks.
Wrapping; 23: Accentuate the Negative 9. Because 62 + 52 = 61, the distance is
"61 blocks < 7.8 blocks.
3
Applications 10. The distance is 4 blocks.
11. Because 42 + 42 = 32, the distance is
1. a. 52 + 122 = 169 in.2
"32 < 5.7 blocks.
b. 13 in.
2. c2 = 32 + 62 = 45, c = "45 cm, or about
12. D
6.7 cm. 13. a. 2 units, 2 units, 4 units
3. WX is the hypotenuse of a right triangle with b. The side lengths are "2 units, "2 units, and
legs of length 4 units and 1 unit. Because 2 units, and ("2)2 + ("2)2 = 22 (that is,
42 + 12 = 17, the length of segment WX is 2 + 2 = 4), so the side lengths satisfy the
"17 units. Therefore, W and X are "17 units Pythagorean Theorem.
apart. 14. The sides have lengths "5 units, "5 units, and
X "10 units and, because
Á17 1 ("5) 2 + ("5) 2 = ("10) 2 (that is,
W
4 5 + 5 = 10), the triangle
satisfies the Pythagorean Theorem.

Note: This is a nice place to remind students that 23. a. 4 blocks

"5 + "5 2 "10, even though b. "10 blocks. Find the length of the segment
("5) 2 + ("5) 2 = ("10) 2. They can use the connecting the points. It is the hypotenuse
diagram to show "5 + "5 . "10 or they can
of a right triangle with leg lengths 1 and 3.
The leg lengths are the vertical and
use estimation.
horizontal distances between the two
15. F points [(5 2 2) units and 23 2 (24) units]
16. This is a right triangle. 102 + 102 = ("200)2 32 + 12 = 10, so the distance is "10 blocks.
17. This is not a right triangle. 92 + 162 2 252. 24. Points A and B are 5 units apart. Point F is
For the Teacher In fact, these side lengths will also 5 units from point A.
not form a triangle of any kind. As in Exercise 25. a. Using the Pythagorean Theorem,
16, watch for students who incorrectly write 22 + h2 = 29, so the height h of the cone is
that "9 + "16 = "25. 5 units.
b. The volume of the cylinder is
p(2)2(5) = 20p units3. So the volume of the
Connections 20p
cone is 3 units3, or about 20.94 units3.
18. a. 6.5 cm 26. a. 72 cubic units. The volume of the cube is
b. You do not need to know the value of a to 6 ? 6 ? 6 = 216 units3. The volume of the
1
find the volume, but it is needed to find the pyramid is 3 of the cube’s volume, or
surface area. To find the volume, you 72 units3.
multiply 4 by the area of the triangular 1
b. 3x3. The cube has volume x3. The volume of
face, which you can find using only the
given base and height. To find the surface this pyramid is one-third the volume of the
1
area, you need to find the areas of the cube, so it is 3x3.
rectangular faces. For one of these faces,
you need to know the value of a.
c. 30 cm3; 0.5(6 ? 2.5) ? 4 = 30
d. 75 cm2; (2.5 ? 4) + 2[0.5(6 ? 2.5)] +
(6 ? 4) + (6.5 ? 4) = 10 + 15 + 24 +
26 = 75
e. Possible sketch:
19. B 20. H 21. B 22. H

Extensions h. 49 + 1 = 50, so a triangle with leg lengths

of 7 units and 1 unit has a hypotenuse of
length "50 units.
27. a. (Figure 2) b. i. 1 and 9
c. 9 and 16 d. 25 and 64
e. 1 + 25 = 26, so a triangle with leg lengths Á50 1
of 1 unit and 5 units has a hypotenuse of 7
length "26 units.
28. Yes. "2 units is the length of the hypotenuse
Á26 1 of a right triangle with leg lengths of 1 unit.
5 29. No. 3 is not the sum of two square numbers.
f. 36 + 64 = 100, so a triangle with leg 30. Yes. "4 = 2, so just draw a horizontal or
lengths of 6 units and 8 units has a vertical segment with length 2 units.
hypotenuse of length 10 units. 31. Yes. "5 units is the length of the hypotenuse
of a right triangle with leg lengths of 2 units
and 1 unit.
32. No. 6 is not the sum of two square numbers.
33. No. 7 is not the sum of two square numbers.
10
6 34. a. Possible answer: Draw a right triangle as
shown below, and use the Pythagorean
Theorem to find the hypotenuse, which is
the radius.
8 y
g. 9 + 1 = 10, so a triangle with leg lengths (3, 4)
ACE ANSWERS
of 3 units and 1 unit has a hypotenuse of
4
length "10 units.
x
3
Á10 1
3
3
b. 5 units
Figure 2
ⴙ 1 4 9 16 25 36 49 64
1 2 5 10 17 26 37 50 65
4 5 8 13 20 29 40 53 68
9 10 13 18 25 34 45 58 73
16 17 20 25 32 41 52 65 80
25 26 29 34 41 50 61 74 89
36 37 40 45 52 61 72 85 100
49 50 53 58 65 74 85 98 113
64 65 68 73 80 89 100 113 128

35. a. J(1, 1); K(4, 7) Possible Answers to

b. About 6.7 units. You can draw a right Mathematical Reflections
triangle with hypotenuse JK. The length of
one leg is the positive difference of the 1. If we know the lengths of the legs, the length
x-coordinates, which is 4 - 1, or 3. The of the hypotenuse can be found by taking the
length of the other leg is the positive square root of the sum of the squares of the
difference of the y-coordinates, which is leg lengths. If we know the lengths of one leg
7 - 1 = 6. So the length of JK is and the hypotenuse, we can find the length of
"9 1 36 = "45 < 6.7 units. the other leg by subtracting the square of the
given leg length from the square of the
Note: In high school, students will see the hypotenuse length; this is the square of the
distance formula, missing leg length. Take the square root of
d = " (x2 2 x1) 2 1 (y2 2 y1) 2, that difference to get the missing leg length.
or d2 = (x2 - x1)2 + (y2 - y1)2 . The 2. Think of the segment between the two points
distance formula follows directly from as the hypotenuse of a right triangle. Find the
the Pythagorean Theorem. If you use the lengths of the legs of the right triangle (which
segment between two points as the lie on a vertical line and a horizontal line).
hypotenuse of a right triangle, the length Apply the Pythagorean Theorem by adding
of the horizontal leg will be ∆x2 - x1« the squares of these two lengths and taking
and the length of the vertical side will be the square root of that sum.
∆y2 - y1«, so the distance between the 3. Check whether the side lengths satisfy the
points, which is the length of the hypotenuse, relationship a2 + b2 = c2, where a and b are
is " (x2 2 x1) 2 1 (y2 2 y1) 2. the lengths of the shorter sides, and c is the
length of the longest side. If they do, then the
c. 2.8 units. " (7 2 5) 2 1 (10 2 8) 2 =

triangle is a right triangle.
"4 1 4 = "8 < 2.8

Note: You can give additional extension
problems to interested students. For example,
you might ask students to find the length of a
diagonal of a square with side length a. Or,
you could ask them to draw a square of side a
inscribed in a circle and then to find the
radius and area of the circle in terms of a.

4 Using the Pythagorean Theorem

Analyzing the
Problem 4.1 Wheel of Theodorus
• Learn the meanings of rational number and
irrational number
Students apply the Pythagorean Theorem to find
• Estimate the values of square roots that are the exact lengths of hypotenuses of right triangles.
irrational numbers
Then, they use a number-line ruler to estimate the
• Estimate lengths of hypotenuses of right lengths. Finally, they compare their ruler estimates
triangles to those made with a calculator.
• Apply the Pythagorean Theorem to a problem
situation Problem 4.2 Stopping Sneaky Sally
• Investigate the special properties of equilateral Students apply the Pythagorean Theorem to find
and 30-60-90 triangles distances on a baseball diamond.
• Use the properties of special right triangles to
solve problems Problem 4.3 Analyzing Triangles
Students investigate properties of equilateral and
30-60-90 triangles by applying the Pythagorean
Theorem.
Problem 4.4 Finding the Perimeter

Students draw from their experiences in the
previous three problems to find missing lengths
and angles in a triangle made up of other
triangles.
Suggested
All 5 days Centimeter rulers, student notebooks
4.1 1 day Labsheet 4.1, scissors Transparencies 4.1A and 4.1B 1, 2, 13–16
4.2 1 day Transparency 4.2 3–9, 17–25, 36–46
4.3 1 12 days Transparencies 4.3A and 4.3B 10, 11, 26–34, 47–52
4.4 1 day Labsheet 4.4, scissors Transparency 4.4 12, 35, 53–58
4
1
MR day
2
Investigation 4 Using the Pythagorean Theorem 73

4.1 Analyzing the Wheel of Theodorus
Goals On a dot grid, draw a square with an area of

2 square units on a number line as shown below.
• Learn the meanings of rational number and
irrational number
• Estimate the values of square roots that are
irrational numbers
• Estimate lengths of hypotenuses of right triangles
In this problem, students explore an intriguing ⴚ3 ⴚ2 ⴚ1 0 1 2 3
pattern of triangles called the Wheel of Theodorus.
In this series of right triangles, the hypotenuse of
one triangle is the longer leg of the next triangle. Suggested Questions Ask:
Students apply the Pythagorean Theorem to find • What is the length of a side of this square? ("2)
the length of the hypotenuse of each triangle in the
wheel. Then, they estimate the hypotenuse lengths
• If we mark off a segment on the number line
with the same length as the side, where will the
with both a number-line ruler and a calculator. segment end? (At about 1.4)
Mark off the length of the segment on the edge
Launch 4.1 of a sheet of paper and transfer it to the number
line.
Introduce the problem by discussing how to find a
• So, "2 is approximately equal to 1.4. Is 1.4
exactly equal to "2? (No, because 1.42 = 1.96.)
decimal approximation for a square root.
• Think back to when we found the side lengths
of tilted squares. • Suppose we try 1.41. Does 1.41 = "2? (No, it
is too small; 1.412 = 1.9881.)
• The side length of a square with an area of
2 square units is "2 units, the positive number • Try 1.42. Does it equal "2? (No, it is too
you can multiply by itself to get 2. We large: 1.422 = 2.0164.)
estimated this value first by measuring and • Can you find a number that is closer to "2
then by using the " key on a calculator. than 1.41 and 1.42 are?
• Just how large is "2? Can you find a decimal Students should try numbers between 1.41 and
number that is equal to "2? Where is "2 on 1.42, such as 1.415, 1.413, and 1.414.
Display the Wheel of Theodorus, which is on
the number line?
Transparency 4.1A. Discuss with the class how the
Draw a simple number line on the board and wheel was constructed and ask for the lengths of
ask students where "2 should be placed. the second and third hypotenuses. Cut out the
number-line ruler and demonstrate how to
transfer these lengths to the ruler.
ⴚ2 ⴚ1 0 1 2
Distribute Labsheet 4.1 and scissors to each
student. Have students work in groups of two to
four on the problem.
To answer this, students will have to consider
where 1.4 and 1.5 are on the number line.
Encourage them to briefly discuss the difficulty
of placing a number on a number line when the Explore 4.1
number cannot be written as an exact decimal. Ask that each student label his or her own
Specifically, you know what decimals it is number-line ruler. As students work, check on
between, but not exactly where it is in that their understanding of measuring lengths and
interval. For example, is it closer to 1.4 or 1.5? writing decimals.

8cmp06te_LP4.qxd 2/9/06 9:23 AM Page 75
Summarize 4.1 Ask students to compare their ruler estimates

to the estimates they obtained with a calculator.
Display the Wheel of Theodorus. Ask for the Calculators display varying numbers of decimal
lengths of the hypotenuses and write them on the places, but students are usually convinced that,
wheel. Then, have students come to the front and no matter what decimal number their calculators
mark the length of each hypotenuse on the display for "2, they have not found an exact
number-line ruler. decimal equivalent. (Note: On many calculators,
Ask for approximations to the nearest tenth for if the approximation is not cleared before it is
each length. As a class, check each approximation squared, the calculator will display the original
by squaring it on a calculator. square as the answer.)
Suggested Question Ask: Discuss the Did You Know? that appears after
• Is this estimate too large? Is it too small? the problem. Tell students that numbers like "2,
What might be a better estimate? How do "7, and p are called irrational numbers. They
you know? cannot be written as the ratio of two whole
Students should square each decimal estimate numbers. The set of irrational and rational
and compare the result to the square of the numbers is called the real numbers.
length of the hypotenuse. Take this opportunity
to assess students’ understanding of the ordering Mathematics Background
of decimals. Students sometimes need to review For background on real numbers, see page 9.
and practice comparing such numbers as 1.41,
1.415, and 1.42.
4


At a Glance
4.1 Analyzing the Wheel of Theodorus
PACING 1 day
Mathematical Goals
• Learn the meanings of rational number and irrational number
• Estimate the values of square roots that are irrational numbers
Launch
Materials
Introduce the problem by discussing how to find a decimal approximation
for a square root.
• Labsheet 4.1
On a dot grid, draw a square with an area of 2 square units on a number
• Scissors
line, with the “bottom vertex” at point 0.
• What is the length of a side of this square? If we mark off a segment on the
number line with the same length as the side, where will the segment end?
• So, "2 is approximately equal to 1.4. Is 1.4 exactly equal to "2?
Suppose we try 1.41. Does 1.41 = "2 ? Try 1.42. Does it equal "2?
Can you find a number that is closer to "2 than 1.41 and 1.42 are?
Display the Wheel of Theodorus. Explore with the class how the wheel
was constructed and ask for the lengths of the second and third
hypotenuses. Cut out the number-line ruler and demonstrate how to
transfer these lengths to the ruler.
Distribute Labsheet 4.1 and scissors to each student and have students
work in groups of two to four on the problem.
Explore
Ask that each student label his or her own number-line ruler. Check on
students’ understanding of measuring lengths and writing decimals.
Summarize
Materials
Display the Wheel of Theodorus. Ask for the lengths of the hypotenuses
and write them on the wheel. Then, have students come to the front and
mark the length of each hypotenuse on the number-line ruler. Vocabulary

Ask for approximations to the nearest tenth for each length. As a class, • irrational number
check each approximation by squaring it on a calculator.
• Is this estimate too large? Too small? What might be a better estimate?
How do you know?
Take this opportunity to assess students’ understanding of the ordering
of decimals.
Ask students to compare their estimates to the numbers they obtained
with a calculator. Tell the class that the numbers "2, "3, "5, . . . are called
irrational numbers.

ACE Assignment Guide 3. "2 < 1.414213562, "3 < 1.732050808,

for Problem 4.1 "4 < 2, "5 < 2.236067978,
Core 1, 2 "6 < 2.449489743, "7 < 2.645751311,
Other Connections 13–16 "8 < 2.828427125, "10 < 3.16227766,
Adapted For suggestions about adapting ACE "11 < 3.31662479, "12 < 3.464101615.
exercises, see the CMP Special Needs Handbook. The numbers obtained using the ruler and the
calculator are both approximations, but the
Answers to Problem 4.1 calculator gives greater accuracy.
D. Both students have a valid point. Odakota’s
A. The lengths of the hypotenuses (in units), number is an estimate accurate to nine
from least to greatest, are "2, "3, 2 (or"4), decimal places (although most calculators
"5, "6, "7, "8, 3 (or "9), "10, "11, and
store 13 digits), while Geeta is correct in
pointing out that the square of this decimal
"12. approximation does not equal exactly 3.
B. (Figure 1) Note: "4 = 2 and "9 = 3. (Note: It would be impossible to write all the
C. 1. "2 and "3 are between 1 and 2; "5, "6,
decimal places in the decimal expansion for
"3.)
"7, and "8 are between 2 and 3; and "10,
"11, and "12 are between 3 and 4.
2. "2 is between 1.4 and 1.5; "3 is between
1.7 and 1.8; "5 is between 2.2 and 2.3; "6
is between 2.4 and 2.5; "7 is between 2.6
and 2.7; "8 is between 2.8 and 2.9; "10 is
between 3.1 and 3.2; "11 is between 3.3
and 3.4; "12 is between 3.4 and 3.5.
Figure 1
0 1 Á2 Á3 2 Á5 Á7 3 4 5 6
Á4 Á6 Á8 Á9 Á10 Á11 Á12

4.2 Stopping Sneaky Sally
Goals • What do you know about the side lengths of

this right triangle? (The legs each have a
• Estimate lengths of hypotenuses of right triangles length of 90 ft.)
• Apply the Pythagorean Theorem to a problem • How can you find the length of the hypotenuse?
situation (You can use the Pythagorean Theorem.)
In this problem, students apply the Pythagorean Repeat these questions, if necessary, for
Theorem to determine distances on a baseball Question B. The line segment from home plate to
diamond. the point halfway between second and third base
is the hypotenuse of a right triangle whose legs
are the segments from home plate to third base
Launch 4.2 and from third base to the halfway point between
second and third base.
Introduce the baseball scenerio described in the
student edition. Talk about the layout of a baseball 2nd base
diamond, which is pictured on Transparency 4.2.
The baseball diamond is a square.
Suggested Questions Ask: 45 ft
• Does anyone know the distance between bases 3rd base 101 ft 1st base
on a standard baseball field? (90 ft)
• How far do you think a catcher would need to 90 ft
throw the ball to get a runner out at second
base?
home plate
Let students offer a few estimates, and then
have them work in pairs on the problem.
Summarize 4.2
Explore 4.2 Have several students share their strategies for
solving the problem. Look for specific references
Suggested Questions Some students may need
to the Pythagorean Theorem.
help in recognizing the right triangles that are the
There are a couple of common misconceptions
key to solving the problem.
that may arise during this discussion. First, students
• Suppose you draw a line segment from home may add the lengths of the legs and then square the
plate to second base. What is special about the sum to find the square of the hypotenuse. If this
line segment? (It is the hypotenuse of a right happens, you may need to demonstrate with actual
triangle whose legs are the segments from
numbers that (a + b)2 2 a2 + b2:
home plate to first base and from first base to
second base.) (90 + 90)2 0 902 + 902
4
1802 0 902 + 902

2nd base
32,400 0 8,100 + 8,100
32,400 2 16,200
90 ft
3rd base 127 ft 1st base
90 ft
home plate Investigation 4 Using the Pythagorean Theorem 79

A second misconception involves taking square Students should square each leg length first, add
roots: some students will try to find the length of the squares, and then take the square root of the
the hypotenuse by calculating "a2 + "b2 rather sum. For some students, the symbolic expression,
than "a2 1 b2. Again, offer numerical examples "a2 1 b2, will be an aid to memory. For some, it
to help students understand that these expressions may be confusing.
are not equivalent. Stress the correct procedure:

At a Glance
4.2 Stopping Sneaky Sally
PACING 1 day
Mathematical Goals
• Apply the Pythagorean Theorem to a problem situation
Launch
Materials
Introduce the baseball scenario described in the Student Edition.
Talk about the layout of a baseball diamond, which is pictured on
Transparency 4.2. The baseball diamond is a square.

• Does anyone know the distance between bases on a standard baseball
field?
• How far do you think a catcher would need to throw the ball to get a
runner out at second base?
Let students offer a few estimates, and then have them work in pairs on
the problem.
Explore
Some students may need help in recognizing the right triangles that are the
key to solving the problem.
• Suppose you draw a line segment from home plate to second base. What
is special about the line segment?
• What do you know about the side lengths of this right triangle? How can
you find the length of the hypotenuse?
Repeat these questions, if necessary, for Question B.
Summarize
Materials
Have several students share their strategies for solving the problem. Look
for specific references to the Pythagorean Theorem.
Stress the correct procedure: Square each leg length first, add the
squares, and then take the square root of the sum to get the length of the
hypotenuse.

ACE Assignment Guide To find the distance to first base, you need to
for Problem 4.2 find the halfway point between home and
second base, which is about 127.28 4 2, or
Core 3–5, 24, 25 about 63.64 ft from home plate. Then, draw a
Other Applications 6–9; Connections 17–23, 36, 37; right triangle with vertices at the halfway
Extensions 38–46; unassigned choices from earlier point, the pitcher’s mound, and first base.
problems
Adapted For suggestions about adapting halfway point between
Exercise 8 and other ACE exercises, see the home plate and 2nd base
CMP Special Needs Handbook. 63.64 ft
3.14 ft 1st base
Connecting to Prior Units 17–18: Moving Straight
Ahead
pitcher’s mound
Answers to Problem 4.2 The lengths of the legs are 63.64 ft and 3.14 ft.
(3.14 ft is the distance between the pitcher’s
A. Because 902 + 902 = 16,200, the distance mound and the halfway point between home
from home plate to second base is "16,200 ft, plate and second base. 63.64 ft is half of the
or about, 127.28 ft. distance between first and third bases, which
is the same as the distance between home
B. The shortstop is standing on the baseline at a
plate and second base.)
distance of 90 4 2 = 45 ft from third base.
Because 902 + 452 = 10,125, the distance from Use the Pythagorean Theorem to find the
home plate to the shortstop is "10,125 ft, or
distance between the pitcher’s mound and
first base:
about 100.62 ft.
"(3.14) 2 1 (63.64) 2 < 63.72 ft. The distance
C. The pitcher’s mound is not exactly halfway
between the pitcher’s mound and third base is
between home plate and second base. The
also about 63.72 ft.
distance from the pitcher’s mound to second
base is 127.28 - 60.5 < 66.78 ft.

4.3 Analyzing Triangles
Goal want to remind students that triangles are

congruent if each pair of corresponding sides has
• Investigate the special properties of a 30-60-90 the same length. More informally, in one triangle
triangle fits on another triangle exactly, or if two triangles
have the same size and shape, they are congruent.
Launch 4.3 • What can you say about the measures of angles
CAP, BAP, CPA, and BPA? (Angles CAP and
Show a transparency of the Getting Ready for BAP are equal. So each has a measure of 30°.
Problem 4.3. Angles CPA and BPA are also equal. Since
the two angles form a straight angle and they
A are equal, they must each be 90°.)
• What can you say about line segments CP and
PB? (These segments have equal lengths or
each of them is half of the length of a side of
the equilateral triangle.)
• What can you say about triangles ACP and
ABP? (The triangles are congruent or have
identical shapes. Each is a right triangle.)
C P B Label the angles of the triangle as 30, 60, and

90 degrees. Students can work in pairs on the
problem.
A
• This is an equilateral triangle. What is true
about the lengths of the sides of an equilateral
triangle? (They are all equal.)
30ⴗ 30ⴗ
• What is true about the sum of the angles in
any triangle? (It is 1808.)
• What is true about the measures of the angles
of an equilateral triangle? (They are all equal.)
• What is the measure of each angle in an 60ⴗ 60ⴗ
equilateral triangle? (The sum of the angles C P B
in any triangle is 1808, so each angle must
measure 608.) • We have just explored some interesting
Tell the class that AP is a reflection line of relationships in an equilateral triangle that
symmetry. occur when a line of reflection is drawn. In
Problem 4.3, you will continue to explore these
• What is a reflection line of symmetry? (It is a relationships about angles and side lengths.
line that divides a triangle into two identical
4
shapes.)
Some students may need to be reminded about Explore 4.3
reflection line symmetries. Cut out a copy of
triangle ABC and fold it along the reflection line. If students are having trouble, ask questions to
Ask the students what they observe about the two help them see that two right triangles were
shapes (smaller triangles) that are created. Students formed by the line of symmetry. Then, ask what
should discover that line segment AP divides else they know about these right triangles.
triangle ABC into two congruent triangles. You may

Make sure students are determining the side which is approximately the square root of 3. The
lengths by using the Pythagorean Theorem, not by conclusion is that the longer leg is 1.732 times
measuring. (or the square root of 3 times) the length of the
shorter leg.
Approach 2: Scale factor Have students find the
Summarize 4.3
scale factor from the original 30-60-90 triangle,
Let several pairs share their reasoning about each whose hypotenuse is 1 unit, to each of the others in
question, demonstrating their work at the board this problem. For instance, the scale factor from the
or overhead. original triangle to the 30-60-90 triangle whose
For Question A, students should be able to hypotenuse is 4. Therefore, the length of the longer
reason that both triangles have angles of measure leg in the 30-60-90 triangle with hypotenuse of
30°, 60°, and 90°. The reflection line (also called 4 units is 2 ? "3. For a general 30-60-90 right
the median or midpoint line) forms two congruent triangle with hypotenuse of s units, the legs of the
angles along the base of the original equilateral triangle are 2 and 2 ? "3.
s s
triangle. As the sum of the angles along a straight
line is 180°, the two congruent angles both Suggested Questions Ask:
measure 90°. In each triangle, the larger acute • Suppose you had started with a larger
angle measures 60°, so the smaller acute angle equilateral triangle. Would your rule have been
measures 30°. different? What if you had started with a
smaller equilateral triangle? (If students are
Suggested Questions Students should also
still having difficulties, give them another
discover that the length of the side opposite the equilateral triangle with side lengths of 5 or
30° angle is half the length of the hypotenuse. If 6 units to try.)
not, ask:
• Would your rule be true of any 30-60-90
• What is the length of segment CP? (Since it is triangle?
half the length of segment BC, it has a length
of 2.) You may need to cut out several 30-60-90
triangles to demonstrate that two copies can
• What is the length of the hypotenuse of right always be placed back to back to make an
triangle ACP? (4)
equilateral triangle. This is an opportunity to
• What is the relationship between the side review the properties of similar triangles. Students
opposite the 30° angle and the hypotenuse? may need to review that all 60-60-60 triangles are
(The side opposite the 30° angle is half the equilateral and are similar. In similar triangles, the
length of the hypotenuse.) ratios of the lengths of corresponding sides are
In Question B, for an equilateral triangle with equal. So, in a 30-60-90 triangle, the ratio of the
side lengths s, all students should be able to find length of the side opposite the 30° angle to the
the length of the third side of the right triangle 1
length of the hypotenuse is also 1 to 2, or 2. If
(or the reflection line in this example) using the necessary, use other lengths for the sides of the
Pythagorean Theorem. Many students will struggle equilateral triangle so students can see that the
to see that the length of the longer leg is "3 times relationship among the sides remains the same.
the length of the shorter leg (see answers for Question C of the problems reviews the
calculations). Depending on time, interest, and your relationship in a 30-60-90 triangle.
students’ sophistication with these ideas, you can
help them to see this. Check for Understanding
There are two common approaches, which refer As a final summary, you might have students look
back to ideas from the seventh-grade unit for the same kinds of relationships in the triangles
Stretching and Shrinking. formed by drawing one diagonal in a square.
Approach 1: Ratios Have students compare the

decimal approximation for the longer leg to the Mathematics Background
length of the shorter leg using ratios. In each For background on 45-45 and 30-60 right triangles,
30-60-90 triangle, the result will be about 1.732, see pages 7–8.

At a Glance
4.3 Analyzing Triangles
PACING 112 days
Mathematical Goal
• Investigate the special properties of a 30-60-90 triangle
Launch
Materials
Show a transparency of the Getting Ready for Problem 4.3. Tell the class
that triangle ABC is an equilateral triangle and discuss reflection line of
symmetry.
• Scissors
• What is true about the lengths of the sides of an equilateral triangle? Vocabulary
• What is true about the sum and measures of the angles of an equilateral • 30-60-90 triangle
triangle?
Students should discover that line segment AP divides triangle ABC into
two congruent triangles. Remind students of the formal and informal
meaning of congruent triangles.
• What can you say about the measures of angles and segments of the two
congruent triangles?
• What can you say about triangles ACP and ABP?
In Problem 4.3, students will continue to explore these relationships
about angles and side lengths. Students can work on this problem in pairs.
Explore
If students are having trouble, ask questions to help them see that two right
triangles were formed by the line of symmetry. Then, ask what else they
know about these right triangles.
Make sure students are determining the side lengths by using the
Pythagorean Theorem, not by measuring.
Summarize
Materials
Let several pairs share their reasoning about each question, demonstrating
their work at the board or overhead.
• Transparency 4.3B
Students should also discover that the length of the side opposite the
30° angle is half the length of the hypotenuse. If not, ask:
• What is the length of segment CP? Segment AC?
In Question B, all students should be able to find the length of the third
side of the right triangle using the Pythagorean Theorem. Use one of the two
possible approaches to help clarify student confusion related to Question B.
Question C reviews the relationships in a 30-60-90 triangle.

ACE Assignment Guide B. The same pattern will hold for any triangle
for Problem 4.3 ABC with side length s: There are two
congruent triangles for each case; angle
Core 10, 11 measures of the triangles obtained by a line of
Other Connections 26–34; Extensions 47–52; reflection are again 30-60-90 degrees.
unassigned choices from earlier problems
1. Angle CAP measures 30º.
Adapted For suggestions about adapting ACE 2. Angle BAP measures 30º.
3. Angle CPA measures 90°.
Connecting to Prior Units 26: Filling and
Wrapping; 28: Stretching and Shrinking; 4. Angle BPA measures 90°.
29–31: Bits and Pieces I 1
5. Length of CP is 2 s units.
1
6. Length of PB is 2 s units.
7. Length of AP is 2 "3; The ratio of the
Answers to Problem 4.3 s
length of the side opposite the 30° angle to

A. Since triangles ACP and APB are congruent, the length of the hypotenuse is always 1 to
measures of corresponding angles and sides s
2, so the lengths of PB and CP are 2. The
are equal.
s2 2 s4 5 3s4 5 2 #3.
2 2 s
1. Angle CAP measures 30º; Angle CAB
Å Å
length of AP is
measures 60° because it is an angle of the
original equilateral triangle, angle CAP has Notice that the ratio of the length of the
a measure equal to half of angle CAB or side opposite the 60° to the length of the
30º because AP is a line of reflection. side opposite the 30° angle is always "3.
2. Angle BAP measures 30º since it is Therefore, in a 30-60-90 triangle the length
congruent to angle CAP. of the longer leg is "3 times the length of
3. Angle CPA measures 90° because each is the shorter leg. Not all students will notice
half of 180°. this. They can, however, always apply the
Pythagorean Theorem.
4. Angle BPA measures 90° because each is
half of 180°. C. 1. The length of the side opposite the 30° angle
is half the length of the hypotenuse, or
5. Length of CP is 2 units. The length of
3 units. Because 62 - 32 = 27, the length
of the other leg is "27 units or 3 "3 units.
side CP is equal to half of a side of the
equilateral triangle or half of 4, since AP
is a line of reflection. 2. As explained in Question B, the ratio of the
6. Length of PB is 2 units. length of the side opposite the 30° angle to
7. Length of AP is 2 "3 units; Because triangle
the length of the hypotenuse is always 1 to
2, and the ratio of the length of the side
APB is a right triangle, and 42 - 22 = 12,
opposite the 30° to the length of the side
the length of side AP is "12 or 2 "3 units.
opposite the 60° angle is always 1 to "3.
A
30ⴗ
2Á3 units 4 units
90ⴗ 60ⴗ
P B
2 units

4.4 Finding the Perimeter
Goal Explore 4.4

• Use the properties of special right triangles to Circulate as groups explore the problem. Some
solve problems
may need help identifying the three 30-60-90
In this problem, students will apply what they triangles embedded in the figure. Suggest they
have learned about the Pythagorean Theorem and draw the three triangles separately as shown here:
the special properties of 30-60-90 triangles.
C C
30ⴗ 60ⴗ
Launch 4.4
Display Transparency 4.4 on the overhead.
60ⴗ 30ⴗ
C A D B
8 units D
30ⴗ
A B
8 units D
60ⴗ 30ⴗ
A B
• Look at triangle ABC. What do you need to Students may have different strategies for
know to find its perimeter? (The lengths of determining the missing measures. Some may start
the sides) with triangle BCD, some with triangle ABC.
• How can we find those lengths? Suggested Questions Ask:
Let students offer their ideas. They may notice • How can you find the measure of angle BCD?
that the length of the side opposite the 308 angle in [This is a right triangle, so the measure is
triangle ABC must be half the length of the 1808 -(908 + 308) = 608.]
hypotenuse but that neither of those two lengths is • How can you find the measure of angle CAD?
given. Some may notice that the measure of angle (You can use triangle ABC or triangle ACD.
CAB must be 608, because the sum of the measures In the latter case, you will need to find the
of the other two angles in triangle ABC is 1208. measure of angle ACD first.)
• The challenge for you in this problem is to Encourage groups to keep track of their
reason about the relationships in 30-60-90 calculations in an orderly way so they will be
triangles and the measures that are given to able to explain their reasoning to the class.
find the side lengths of triangle ABC and
4
calculate the perimeter.

Have the class work in groups of four on the
problem.

Summarize 4.4 16 units and 32 units, respectively, the length of

side BC is the square root of 322 - 162, or "768.
Ask one of the groups to describe how they found
the perimeter of ABC. Here is one possible C
explanation: 30ⴗ
Because the two labeled angles in triangle ABC 60ⴗ Á768 units (16Á3)
have measures 308 and 908, the measure of angle 16 units
CAB must be 1808 - 1208, or 608. Therefore, angle
ACD measures 1808 - 1508 = 308, and angle 60ⴗ 30ⴗ
A B
DCB measures 908 - 308 = 608. 8 units D
The side opposite the 308 angle in right triangle 32 units
ACD has a length of 8 units. The length of the
hypotenuse, side AC, must be twice that, or The perimeter of triangle ABC is thus
16 units. 16 + 32 + "768 < 16 + 32 + 27.7 < 75.7 units.
C Move on to the rest of the questions. Some
30ⴗ
students may recall the properties of a
60ⴗ
16 units 30-60-90 triangle and realize that the length of
BC is 16 #3.
60ⴗ 30ⴗ Suggested Questions Once students have
A B
8 units D discussed how they found the areas of the
triangles, ask:
Because side AB is the hypotenuse of the • What is the relationship between the areas of
30-60-90 triangle ABC and the length of the side the two smaller triangles and the area of the
opposite the 30° angle is 16 units, the length of largest triangle? (The sum of the areas of the
the hypotenuse, or side AB, must be twice that, two smaller triangles is equal to the area of
or 32 units. the largest triangle.)
We can now apply the Pythagorean Theorem to • Which triangles are similar? Why?
find the missing side length of triangle ABC.
Because one leg and the hypotenuse measure • For each pair of similar triangles, what is the
ratio of the short leg to the long leg? The short
leg to the hypotenuse?

At a Glance
4.4 Finding the Perimeter
PACING 1 day
Mathematical Goal
• Use the properties of special right triangles to solve problems
Launch
Materials
Display Transparency 4.4 on the overhead.
• Look at triangle ABC. What do you need to know to find its perimeter? • Labsheet 4.4
How can we find those lengths?
Let students offer their ideas.
• The challenge for you in this problem is to reason about the
relationships in 30-60-90 triangles and about the measures that are given
to find the side lengths of triangle ABC and then to calculate the
perimeter.
Have the class work in groups of four on the problem.
Explore
Circulate as groups explore the problem. Some may need help identifying
the three 30-60-90 triangles embedded in the figure. Suggest they draw the
three triangles separately.
• How can you find the measure of angle BCD? How can you find the
measure of angle CAD?
Encourage groups to keep track of their calculations in an orderly way so
they will be able to explain their reasoning to the class.
Summarize
Materials
Ask one of the groups to describe how they found the perimeter of ABC.
Move on to the rest of the questions. Once students have discussed how
they found the areas of the triangles, ask:
• What is the relationship between the areas of the two smaller triangles
and the area of the largest triangle?

ACE Assignment Guide B. The area of triangle ABC is

= 2 ? 16 ? "768 < 221.7 units2 or
1 1
for Problem 4.4 2
bh
equivalently 2 ? 32 ? "192 < 221.7 units2.
1
Core 12, 35
Other Extensions 53–58; unassigned choices from C. Using the Pythagorean Theorem, because
earlier problems 162 - 82 = 192, the length of side CD is
Adapted For suggestions about adapting ACE "192, or 8 #3 units. So, the area of triangle
ACD is 2bh = 2 ? 8 ? "192 < 55.4 units2. The
exercises, see the CMP Special Needs Handbook. 1 1
Connecting to Prior Units 35: Stretching and
Shrinking length of side BD is 32 – 8 = 24 units, so the
area of triangle BCD is
? 24 ? "192 < 166.3 units2.
1
Answers to Problem 4.4 2
Alternatively, some students may argue that
A. Side AC has a length of 16 units, side AB has
the areas of the two smaller triangles need to
a length of 32 units, and side BC has a length
add to the area of the largest triangle. These
of "768, or 16 #3 units. The perimeter of students will use the area formula to find the
triangle ABC is thus area of one of the smaller triangles, and then
16 + 32 + "768 < 75.7 units. Answers will subtract from the area of the largest triangle.
to find area of the other smaller triangle.
vary. See the possible explanation in the
Summarize section.

Answers
Investigation 4
ACE The number under the square root sign

Assignment Choices increases by 1 for every new triangle. Or,
the area of the nth triangle is 2 ? "n.
1
Problem 4.1
Core 1, 2 c. 5 is the square root of 25. So, the
Other Connections 13–16 hypotenuse length of the 24th triangle is
5 units.
Problem 4.2 3. "900 2 100 = "800 < 28.28 in.
4. "144 2 16 = "128 < 11.31 ft
Core 3–5, 24, 25
Other Applications 6–9; Connections 17–23, 36, 37;
Extensions 38–46; unassigned choices from earlier 5. a. Because 5002 + 6002 = 610,000, the
problems distance is "610,000 < 781 m.
b. 1,100 - 781 < 319 m
Problem 4.3
Core 10, 11 6. a. They are congruent.
Other Connections 26–34; Extensions 47–52; b. 458, 458, 908. The diagonal divides the corner
unassigned choices from earlier problems angles into two equal angles, so the smaller
angles must each be half of 908, or 458. Some
Problem 4.4
students may use a protractor or angle ruler.
Core 12, 35
Other Extensions 53–58; unassigned choices from c. The legs of the right triangle each have a
earlier problems length of 1 unit, and 12 + 12 = 2. So the
diagonal—which is the hypotenuse of a
Adapted For suggestions about adapting right triangle—has a length of "2 units.
Exercise 8 and other ACE exercises, see the d. The measures of the angles would still be
CMP Special Needs Handbook. 458, 458, and 908. Because 52 + 52 = 50, the
length of the diagonal would be "50 units.
Connecting to Prior Units 17–18: Moving Straight
Ahead; 26: Filling and Wrapping; 28, 35: Stretching
and Shrinking; 29–31: Bits and Pieces I (Note: Some students may notice that
"50 = "25 ? 2 = 5"2, or that this square
ACE ANSWERS
is larger than the original by a scale factor
Applications of 5; thus, the diagonal must be 5 times as
1. 12 cm long, or 5"2 units.)
2. a. The 12th triangle has leg lengths 1 unit 7. a. All 45-45-90 triangles are similar to each
and "12 units and hypotenuse length

other. If corresponding angles of a triangle
are congruent, then the triangles are
4
"13 units. The 13th triangle has leg lengths similar.

1 unit and "13 units and hypotenuse b. The other leg must also be 5 units long
length "14 units. The 14th triangle has leg because 45-45-90 triangles are isosceles.
lengths 1 unit and "14 units and Applying the Pythagorean Theorem we
hypotenuse length "15 units.
have (hypotenuse)2 = 52 + 52 = 50, so
hypotenuse = "50 = 5"2 < 7.07 units.
b. 2 sq. unit, 2 ? "2 units2, 2 ? "3 units2,
1 1 1
So, the perimeter is
? "4 units2, 1 unit2, 2 ? "5 units2. 5 + 5 + 5"2 < 17.07 units.
1 1
2

8. 1012.4 m. The first segment along the opposite the 608 angle is "3 times the length
ground is the leg of an isosceles right triangle. of the side opposite the 308 angle, which is
Because the other leg is 15 m long, this leg AC. AC has length 2 units, so BC has length
2" 3
2"3 units. So, AC = 2 = " 3. The
also has a length of 15 m. The same argument BC
holds for the last segment along the ground.
Therefore, the horizontal portion of cable corresponding ratio for the other two
is 1,000 - (2 ? 15) = 970 m long. Each angled triangles must be the same because the
part of the cable is the hypotenuse of an triangles are similar.
isosceles right triangle with legs of length BC 2" 3 "3
d. AB = = 2 . The corresponding
15 units. Because 152 + 152 = 450, each 4
angled piece has length "450 < 21.2 m.

ratio for the other two triangles must be
the same because the triangles are similar.
The overall length of the cable is thus
970 + 21.2 + 21.2 < 1012.4 m. e. 24 units and 12"3 units. Possible
explanation: Triangle XYZ fits the
9. 22 ft. Because 252 - 152 = 400, the tallest
description given in the problem.
tree that can be braced is "400 ft, or 20 ft tall
at the point of attachment. Adding 2 ft gives a Y
total height of 22 ft. (Note: You can point out
to students that this is a 3-4-5 Pythagorean
Triple with a scale factor of 5.) 30ⴗ
10. About 105.5 ft. The leg along the bottom of 12Á3 24
the 30-60-90 triangle measures 58 ft. The
hypotenuse (from Denzel’s eyes to the top of
the tower) is twice as long, or 116 ft. Because 60ⴗ
Z X
1162 - 582 = 10,092, the vertical leg 12
measures "10,092 < 100.5 ft. Adding the
The ratio XZ must be equal to "3 because
distance from the ground to Denzel’s eyes, the YZ
tower is about 105.5 ft tall. XYZ is similar to triangle ABC in part (a).
11. a. ABC, ADE, and AFG are 30-60-90 Therefore, YZ = XZ ? "3 = 12"3.
triangles. The measure of angle A, which is In all 30-60-90 triangles, the ratio of the
in all three triangles, is 608. Angles ACB, hypotenuse to the shortest side is 2:1. So
AED, and AGF all have measure 90° XY = 2 ? 12 = 24.
because the segments that form their sides
12. About 28.39 m. All triangles in the diagram are
are perpendicular (one side is horizontal
30-60-90 triangles. The hypotenuse of the large
and the other is vertical). So, the third
triangle is 12 m (twice the shorter leg that is
angles of the three triangles—ABC, ADE,
and AFG—must all have measure 308. given). The longer leg is 6 #3, or
These triangles are all similar because if "108 < 10.39. This last leg can be found with
corresponding angles of a triangle are
the Pythagorean Theorem or by applying a
congruent, then the triangles are similar.
BA 4 2 scale factor of 6 to the 30-60-90 triangle in
b. AC = 2 = 1. The length of AC is 2 units
Question A of Problem 4.3.
and, because triangle ABC is a 30-60-90
triangle, BA is twice the length of the side
opposite the 308 angle, which is AC. Connections
Therefore, the length of BA is 4 units. The
corresponding ratio for the other two 13. #121 = 11; rational
triangles must be the same because the
triangles are similar. 14. #0.49 = 0.7; rational
BC
c. AC =
2" 3
= "3. Possible explanation: In 15. #15 < 3.9; irrational
2
a 30-60-90 triangle, the length of the side 16. #1000 < 31.6; irrational

17. See Figure 2. The distance between the cars 26. a."32 < 5.66 cm
increases by 78.1 mi each hour. (Note:
Students will probably calculate the distance b.
apart by adding the sum of the squares and
taking the square root of that sum.)
18. After 2 hr, the northbound car has traveled
80 mi. Use this distance as one leg of a right
triangle and the distance apart (100 mi) as the
hypotenuse. Using the Pythagorean Theorem,
1002 - 802 = 3,600, so the distance the
c. About 37.9
eastbound car has traveled must be
"3,600 = 60 mi. This distance was traveled
27. B
in 2 hr, so the eastbound car is traveling at 28. a. Two pairs of corresponding angles are
30 mph. (Note: This is a 3-4-5 right triangle equal, so the triangles are similar.
with a scale factor of 20.) b. Because the triangles are similar, the
corresponding sides are proportional. The
given side length of the smaller triangle is a
third of the corresponding side length of
80 mi 100 mi
the larger triangle, so the other two side
lengths of the smaller triangle must also be
a third the length of the corresponding
60 mi sides of the larger triangle. The sides of the
larger triangle are 6 units, 3 units, and
3 #3 or "27 units (or about 5.2 units), so
2
19. 5 = 0.4; terminating
3 the sides of the smaller triangle are 2 units,
1 unit, and "3 or 3"27 units (or about
1
5
21. 6 = 0.8333. . .; 3 repeats 1.7 units).
35 c. The larger triangle’s area is 9 times the
smaller triangle’s area.
8 35 7
23. 99 = 0.08080808. . .; 08 repeats 29. Possible answers: 100 or 20
24. Right triangle. 52 + 72 = ( "74) 2
25. Right triangle.
("2) 2 + ("7) 2 = 2 + 7 = 9 = 32
ACE ANSWERS
Figure 2
Distance Traveled Distance Traveled Distance
Hours by Northbound Car (mi) by Eastbound Car (mi) Between Cars (mi)
Á 602 ⴙ 502 78.1

4
1 60 50
2 120 100 Á 1202 ⴙ 1002 156.2

3 180 150 Á 1802 ⴙ 1502 234.3
4 240 200 Á 2402 ⴙ 2002 312.4
n 60n 50n 78.1n

21,456 b. Each fraction is equivalent to a repeating

30. Possible answer: 10,000
decimal. The repeating part is a single digit
89,050 that is equal to the numerator of the fraction.
31. Possible answer: 1,000
c. 0.9999 . . . or 1; 1.111 . . . ; 1.666 . . .
32. False. 0.06 ? 0.06 = 0.0036 2 2
d. 1.2222 . . . = 1 + 0.222 . . . = 1 + 9 = 19
33. True. 1.1 ? 1.1 = 1.21 7 7
2.7777 . . . = 2 + 0.777 . . . = 2 + 9 = 29
34. False. 20 ? 20 = 400 1 2
39. 99 = 0.010101 . . . , 99 = 0.020202 . . . ,
35. a. About 37.9 units. AC = 16 units,
CD = "192 units, or 8"3 units, or about
3
99
= 0.030303 . . . . A fraction with a
13.9 units. So the perimeter is about denominator of 99 is equal to a repeating
16 + 8 + 13.9, or 37.9 units. decimal. For numerators less than 99, the
b. Because triangle BDC is a 30-60-90 repeating part has two digits: either a 0
triangle, we can use the length of AC to get followed by the number in the numerator if
the length of AB, which is 32 units, and of that number is less than 10 or the number in
BC, which is 16"3 units. So the perimeter
the numerator if that number is greater than 10.
1
of triangle ABC is 32 + 16 + 16"3, or
40. 999 = 0.001001001. . . ,
2
about 75.7 units. We could have arrived 999
= 0.002002002 . . . ,
at this answer without any calculation by 3
noticing that the triangles are similar 999
= 0.003003003 . . . . A fraction with a
and the scale factor is 2. Therefore, the denominator of 999 is equal to a repeating
perimeter of triangle ABC is twice the decimal. For numerators less than 999, the
perimeter of triangle ACD. repeating part has three digits: two 0s
c. The area of triangle ABC is 4 times the followed by the number in the numerator if
area of triangle ACD. that number is less than 10; one 0 followed by
the number in the numerator if that number
36. 6 and 7. 62 = 36 and 72 = 49. Because 39 is
is greater than 10 and less than 100; or the
between 36 and 49, "39 is between 6 and 7. number in the numerator if that number is
37. 24 and 25. 242 = 576 and 252 = 625. Because greater than 100.
600 is between 576 and 625, "600 is between
1 5 45
41. 3 42. 99 43. 99
24 and 25. 45 12 9
44. 999 45. 10 99 46. 39 or 4
47. The bottom of the box has sides of length
Extensions 3 cm and 4 cm. Because 32 + 42 = 25, the
38. a. diagonal of the bottom has length "25 cm, or
Fraction Decimal 5 cm. Using this as a leg of a right triangle
1 with hypotenuse d, d2 = 52 + 122 = 169,
so d = "169 cm = 13 cm.
9 0.1111. . .
2
9 0.2222. . . 48. The bottom has sides of length 6 cm and 7 cm.
3
0.3333. . . Because 62 + 72 = 85, the diagonal of the
bottom has length "85 cm. Using this as a leg
9
4
9 0.4444. . . of the right triangle with hypotenuse d,
5
9 0.5555. . . d2 = ("85) 2 + ("111) 2 = 85 + 111 = 196,
6 so d = "196 cm = 14 cm.
9 0.6666. . .
7
9 0.7777. . .
8
9 0.8888. . .

49. a. (3.54, 3.54). Draw a vertical segment from has an area of about
B down to the x-axis to create a 45-45-90 1
2
? 4 ? 3.46 = 6.9 units2. The equilateral
triangle ABC. triangle on the hypotenuse is composed of
two right triangles, each with a leg of length
y 2.5 units and a hypotenuse of length 5 units.
4 B
Because 52 - 2.52 = 18.75, the longer leg
has length "18.75 < 4.3 units. This
2
equilateral triangle has an area of about
A 458 x 1
2
? 5 ? 4.3 = 10.8 units2.
O C 5
b. The sum of the areas of the equilateral
triangles on the legs is equal to the area of
the equilateral triangle on the hypotenuse:
As observed in Exercise 7, in 45-45-90
3.9 + 6.9 = 10.8.
triangles, the length of the hypotenuse is
"2 times the length of the leg. So
52. a. Each hexagon can be divided into six
5
equilateral triangles, the areas of which
BC = AC = units, which is
"2
were found in ACE Exercise 51. The
approximately 3.54 units. So, the hexagon on the leg of length 3 units has
coordinates of B are (3.54, 3.54). an area of about 6 ? 3.9 = 23.4 units2. The
b. 1 hexagon on the leg of length 4 has an area
of about 6 ? 6.9 = 41.4 units2. The hexagon
50. a. The half-circle on the leg of length 3 units on the hypotenuse has an area of about
1
has area 2 ? p ? 1.52 < 3.5 units2. The 6 ? 10.8 = 64.8 units2.
half-circle on the leg of length 4 units has b. The sum of the areas of the hexagons on
1
area ? p ?
2
22 < 6.3 units2. The half-circle the legs is equal to the area of the hexagon
on the hypotenuse has area on the hypotenuse: 23.4 + 41.4 = 64.8.
1
? p ? 2.52 < 9.8 units2. 53. Possible answers: "39, "40, and 2p.
2
b. The sum of the areas of the half-circles on 54. a. 100x = 15.15151515 . . .
the legs is equal to the area of the – x = 0.15151515 . . .
half-circle on the hypotenuse:
99x = 15
3.5 + 6.3 = 9.8. 15 5
x = 99 or 33
51. a. Each equilateral triangle can be divided
into two 30-60-90 triangles. The equilateral b. 10x = 7.7777 . . .
triangle on the leg of length 3 units is
– x = 0.7777 . . .
composed of two right triangles, each with a
ACE ANSWERS
leg of length 1.5 units and a hypotenuse of 9x = 7
7
length 3 units. Because 32 - 1.52 = 6.75, x=9
the longer leg (which is the height of the
equilateral triangle) has length c. 1,000x = 123.123123123123 . . .
"6.75 <2.6 units. This equilateral triangle – x = 0.123123123123 . . .
1 999x = 123
has an area of about 2 ? 3 ? 2.6 = 3.9 sq.
4
123 41
x = 999 or 333
units. The equilateral triangle on the leg of
length 4 units is composed of two right 55. a. " 100 2 36 = " 64 = 8 ft
triangles, each with a leg of length 2 units
b. The farmer is saying that the barn is not
and a hypotenuse of length 4 units. Because
42 - 22 = 12, the longer leg has length perpendicular to the ground.
"12 < 3.46 units. This equilateral triangle c. "225 2 144 = "81 = 9 ft

d. Possible answer: She could use a 5-foot pole Possible Answers to

that would touch the barn 4 ft high and rest Mathematical Reflections
on the ground 3 ft from the base of the
barn. 1. The Pythagorean Theorem is useful for
56. 78 units. Triangle CDB is similar to triangle finding the length of one side of a right
ABC, because both have angle B and a right triangle if you know the lengths of the other
angle. Because 122 + 52 = 169, the length of two sides.
side BC is " 169 = 13 units. The leg of length An example of this is finding the distance
5 units on the small triangle corresponds with between two points when the coordinates of
the leg of length 13 units on triangle ABC, so the points are known. We connect the points
the scale factor from triangle CDB to triangle with a line segment and then use the segment
13 as the hypotenuse of a right triangle. We draw
ABC is 5 , or 2.6. Multiplying the side lengths
the two legs, find their lengths, and then find
of triangle CDB by 2.6, side AC has length the sum of the squares of the lengths. The
12 ? 2.6 = 31.2 units and side BA has length distance between the two points is the square
13 ? 2.6 = 33.8 units. The perimeter of root of this sum.
triangle ABC is thus
Another example is finding the length of the
13 + 31.2 + 33.8 = 78 units. (Note: Students
diagonal d of a rectangle. If the side lengths of
may also calculate that triangle CDB has a
the rectangle are a and b, then the
perimeter of 5 + 12 + 13 = 30 and then
Pythagorean Theorem tells us d2 = a2 + b2,
apply the scale factor to find that the
perimeter of triangle ABC is 30 ? 2.6 = 78.) or d = "a2 1 b2.
57. a. Using the Pythagorean Theorem, the length 2. In a 30-60-90 triangle, the length of the side
of half of the edge of the base is 3 units, so opposite the 308 angle is half the length of the
the edge length of the base is 6 units. hypotenuse. The length of the longer leg is
Therefore, the base area is 36 units2. "3 times the length of the leg opposite the
b. The surface is made up of 4 congruent 308 angle. (Note: In a 30-60-90 triangle, if the
triangles plus a base. Each triangle has area leg opposite the 308 angle has length a, then
1 the hypotenuse has length 2a. So, the longer
(2)(6)(4) = 12 units2. So the surface area is
leg has length "4a2 2 a2 = "3a2 = a"3.)
36 + 4(12) = 84 units2.
c. The height of the pyramid is found from
the right triangle with sides 3 units (half Answers to Looking Back and
of the base edge) and 4 units (the slant Looking Ahead
height). We need to solve 32 + h2 = 42.
h is "7 units, or about 2.65 units. 1. a. 12.5 units2
1
d. (3)(36)(2.65) < 31.8 units3. b. 2.5"2 units, or "12.5, or approximately
58. a. 31.81 in.3. Because the diameter is 4.5 in., 3.536 units
the radius is 2.25 in. The height is 6 in., so c. 10 units, 5"2 units, and 5"2 units
1
the volume is 3p(2.25)2(6) < 31.81 in.3 d. Triangle B: scale factor is 1 (in other words,
b. 26p in.3. 72 = r2 + 62, so r = "13 in., or triangles A and B are congruent);
about 3.6 in. So the volume is Triangle F: scale factor from F to A is 2 and
p("13)2(6)
1
3
= 26p in.3, or about 81.7 in.3 from A to F is 21;
Triangle D: scale factor from D to A is 2
1
and from A to D is 2;
Triangle G: scale factor from G to A is "2
1
and from A to G is "2

d. Possible answer: She could use a 5-foot pole Possible Answers to

that would touch the barn 4 ft high and rest Mathematical Reflections
on the ground 3 ft from the base of the
barn. 1. The Pythagorean Theorem is useful for
56. 78 units. Triangle CDB is similar to triangle finding the length of one side of a right
ABC, because both have angle B and a right triangle if you know the lengths of the other
angle. Because 122 + 52 = 169, the length of two sides.
side BC is " 169 = 13 units. The leg of length An example of this is finding the distance
5 units on the small triangle corresponds with between two points when the coordinates of
the leg of length 13 units on triangle ABC, so the points are known. We connect the points
the scale factor from triangle CDB to triangle with a line segment and then use the segment
13 as the hypotenuse of a right triangle. We draw
ABC is 5 , or 2.6. Multiplying the side lengths
the two legs, find their lengths, and then find
of triangle CDB by 2.6, side AC has length the sum of the squares of the lengths. The
12 ? 2.6 = 31.2 units and side BA has length distance between the two points is the square
13 ? 2.6 = 33.8 units. The perimeter of root of this sum.
triangle ABC is thus
Another example is finding the length of the
13 + 31.2 + 33.8 = 78 units. (Note: Students
diagonal d of a rectangle. If the side lengths of
may also calculate that triangle CDB has a
the rectangle are a and b, then the
perimeter of 5 + 12 + 13 = 30 and then
Pythagorean Theorem tells us d2 = a2 + b2,
apply the scale factor to find that the
perimeter of triangle ABC is 30 ? 2.6 = 78.) or d = "a2 1 b2.
57. a. Using the Pythagorean Theorem, the length 2. In a 30-60-90 triangle, the length of the side
of half of the edge of the base is 3 units, so opposite the 308 angle is half the length of the
the edge length of the base is 6 units. hypotenuse. The length of the longer leg is
Therefore, the base area is 36 units2. "3 times the length of the leg opposite the
b. The surface is made up of 4 congruent 308 angle. (Note: In a 30-60-90 triangle, if the
triangles plus a base. Each triangle has area leg opposite the 308 angle has length a, then
1 the hypotenuse has length 2a. So, the longer
(2)(6)(4) = 12 units2. So the surface area is
leg has length "4a2 2 a2 = "3a2 = a"3.)
36 + 4(12) = 84 units2.
c. The height of the pyramid is found from
the right triangle with sides 3 units (half Answers to Looking Back and
of the base edge) and 4 units (the slant Looking Ahead
height). We need to solve 32 + h2 = 42.
h is "7 units, or about 2.65 units. 1. a. 12.5 units2
1
d. (3)(36)(2.65) < 31.8 units3. b. 2.5"2 units, or "12.5, or approximately
58. a. 31.81 in.3. Because the diameter is 4.5 in., 3.536 units
the radius is 2.25 in. The height is 6 in., so c. 10 units, 5"2 units, and 5"2 units
1
the volume is 3p(2.25)2(6) < 31.81 in.3 d. Triangle B: scale factor is 1 (in other words,
b. 26p in.3. 72 = r2 + 62, so r = "13 in., or triangles A and B are congruent);
about 3.6 in. So the volume is Triangle F: scale factor from F to A is 2 and
p("13)2(6)
1
3
= 26p in.3, or about 81.7 in.3 from A to F is 21;
Triangle D: scale factor from D to A is 2
1
and from A to D is 2;
Triangle G: scale factor from G to A is "2
1
and from A to G is "2

2. a. The length of the side opposite a 30° angle 6. a. The length of the diagonal of a square is
in a 30-60-90 triangle is half the length of the square root of the sum of the squares of
the hypotenuse. Thus the wire is attached to two of the side lengths. If d is the length of
the ground 30 ft from the base of the tower. the diagonal and s is the side length, then
b. Use the Pythagorean Theorem to find the d = "s2 1 s2 = "2s2 = s"2.
length of the other leg. The height of the
b. The length of the diagonal of a rectangle is
tower is 30"3 or approximately 52 ft. the square root of the sum of the squares of
3. You can determine the length of a side of any the length and width. If d is the length of
sq uare by finding the square root of its area. the diagonal and s and t are the width and
Students may have used this strategy to find length, then d = "s2 1 t2.
the side length of Square E in part (a) of
Problem 1. c. The length of the hypotenuse of a right
triangle is the square root of the sum of the
4. Possible answer: Form a right triangle whose squares of the lengths of the legs. If c is the
hypotenuse is the line segment. The lengths of length of the hypotenuse and s and t are
the lengths of the legs, then c = "s2 1 t2.
the legs are the positive difference in the
x-coordinates of the endpoints and positive
difference in the y-coordinates of the d. The height of an equilateral triangle is the
endpoints. Once you know the lengths of the square root of the difference of the square
legs, apply the Pythagorean Theorem to find of a side length and the square of half a
the length of the hypotenuse, which is the line side length. If d is the height and s is the
segment. If you forget the Pythagorean side length, then d = "s2 2 (2) 2 (or
s
Theorem, you can build a square whose
d 5 2 #3 based on 30-60-90 triangle
s
length is the given line segment. Find the area
of the square and then take the square root of properties).
the area to find the length of the line e. The length of one side of a right triangle is
segment. the square root of the difference of the
5. a. The triangle is a right triangle. Therefore, squares of the hypotenuse and the other
the Pythagorean relationship applies: The side length. If a is unknown leg length, t is
sum of the area of the squares on the legs the known leg length, and h is the length of
is equal to the area of the square on the the hypotenuse, then a = "h2 2 t2.
hypotenuse.
For the Teacher In Problem 6, students
b. Because the triangle in Figure 2 is not a may describe each process as three steps.
right triangle, the Pythagorean Theorem For example in part (a), they may say:
does not apply.
• Take the square of two side lengths of
ACE ANSWERS
the square.
• Add these two squares.
• Take the square root of the sum.
4


8cmp06te_LPBLM.qxd 2/9/06 9:35 AM Page 99
Name Date Class
Dot Paper
© Pearson Education, Inc., publishing as Pearson Prentice Hall. All rights reserved.
99
Name Date Class
Centimeter Grid Paper

100
Name Date Class
Labsheet 1.1
Maps of Euclid
5 y
N
4
Gas station
3
Stadium
1
Art museum
Greenhouse City Hall x
᎐7 ᎐6 ᎐5 ᎐4 ᎐3 ᎐2 ᎐1 1 2 3 4 5 6 7
᎐1
᎐2
Animal shelter
᎐3
᎐4
Hospital Police station Cemetery
᎐5
5 y
N
4
Gas station
3
Stadium
1
Art museum
᎐7 ᎐6 ᎐5 ᎐4 ᎐3 ᎐2 ᎐1 1 2 3 4 5 6 7
᎐1
᎐2
Animal shelter
᎐3
᎐4
᎐5
101
Name Date Class
Labsheet 1.2
Planning Parks
5 y
N
4
Gas station
3
Stadium
(4, 2)
2
(1, 1)
1
Art museum
!7 !6 !5 !4 !3 !2 !1 1 2 3 4 5 6 7
!1
!2
Animal shelter
!3
!4
!5
5 y
N
4
Gas station
3
Stadium
(4, 2)
2
(1, 1)
1
Art museum
!7 !6 !5 !4 !3 !2 !1 1 2 3 4 5 6 7
!1
!2
Animal shelter
!3
!4
!5
102
Name Date Class
Labsheet 1.3
Figures for Problem 1.3

1. 2. 3. 4.
5. 6.
7.
10.
8.
9.
103
Name Date Class
Labsheet 1ACE Exercises 15–25

15. 16. 17.
19. 20.
18.
21. 22. 23.
24. 25.
104
Name Date Class
Labsheet 2.1
5 Dot-by-5 Dot Grids

105
Name Date Class
Labsheet 2.3
Enclosed 5 Dot-by-5 Dot Grids
106
Name Date Class
Labsheet 3.2A
Puzzle Frames and Puzzle Pieces, Set A

Frames
Puzzle Pieces
107
Name Date Class
Labsheet 3.2B
Puzzle Frames and Puzzle Pieces, Set B

Frames
Puzzle Pieces
108
Name Date Class
Labsheet 3.2C
Puzzle Frames and Puzzle Pieces, Set C

Frames
Puzzle Pieces
109
Name Date Class
Labsheet 3.3
Points on a Grid
L N
K
M
110
Name Date Class
Labsheet 4.1
The Wheel of Theodorus

1
1 1
1
1
1 1
1 1
1
1
1
0 1 2 3 4 5 6
Á2
111
Name Date Class
Labsheet 4.4
Questions A–C
30°
A B
8 units D
112
At a Glance
PACING:
Mathematical Goals
Launch
Materials
Explore
Materials
Summarize
Materials
113
8cmp06te_LPGL.qxd 2/9/06 9:42 AM Page 115
C R
conjecture A guess about a pattern or relationship rational number A number that can be written as a
based on observations. fraction with a numerator and a denominator that
are integers. The decimal representation of a rational
H number either ends or repeats. Examples of rational
hypotenuse The side of a right triangle that is 1 78
numbers are 2, 91, 7, 0.2, and 0.191919. . . .
opposite the right angle. The hypotenuse is the
longest side of a right triangle. In the triangle below, real numbers The set of all rational numbers and
the side labeled c is the hypotenuse. all irrational numbers. The number line represents
GLOSSARY
the set of real numbers.
c repeating decimal A decimal with a pattern of a

a fixed number of digits that repeats forever, such as
0.3333333. . . and 0.73737373. . . . Repeating decimals
are rational numbers.
b
S
I square root If A 5 s2, then s is the square root of
irrational number A number that cannot be A. For example, -3 and 3 are square roots of 9
because 3 ? 3 5 9 and -3 ? -3 5 9. The "5 symbol
written as a fraction with a numerator and a
denominator that are integers. The decimal
representation of an irrational number never ends is used to denote the positive square root. So, we
and never shows a repeating pattern of a fixed write "9 5 3. The positive square root of a number
number of digits. The numbers"2, "3, "5, and p is the side length of a square that has that number as
are examples of irrational numbers. its area. So, you can draw a segment of length "5 by
drawing a square with an area of 5, and the side
length of the square will be "5.
L
legs The sides of a right triangle that are adjacent to
the right angle. In the triangle above, the sides T
labeled a and b are the legs. terminating decimal A decimal that ends, or
P terminates, such as 0.5 or 0.125. Terminating
decimals are rational numbers.
perpendicular Forming a right angle. For example,
the sides of a right triangle that form the right angle
are perpendicular.
Pythagorean Theorem A statement about the
relationship among the lengths of the sides of a right
triangle. The theorem states that if a and b are the
lengths of the legs of a right triangle and c is the
length of the hypotenuse, then a 2 1 b2 5 c2.
Glossary 115
8cmp06te_LPIX.qxd 2/9/06 9:44 AM Page 116
Answers to ACE Exercises Glossary, 115 Pacing Suggestions, 11–12

Investigation 1, 31–33 Launching the Unit, 15 Investigation 1, 16
Investigation 2, 47–50 Investigation 2, 34
Materials, 11
Investigation 1, 16
Investigation 2, 34
Answers to Investigation Investigation 3, 51 Planning for the Unit, 8
Problems Investigation 4, 73 Investigation 1, 16
Investigation 1, 22, 26, 30 Investigation 2, 34
Mathematics Background, 3–9
Investigation 2, 38, 42, 46 Investigation 3, 51
A Proof of the Pythagorean
Investigation 3, 56, 60, 64, 68 Investigation 4, 73
Theorem, 6
Investigation 4, 78, 82, 86, 90 Program Resources, 13
Converting Repeating
Answers to Looking Back and Decimals to Fractions, 8 Summary of Investigations, 3
Looking Ahead, 96–97 Developing and Using the Summary of Problems
At a Glance Pythagorean Theorem, 5 Investigation 1, 16
Investigation 1, 21–22, 25–26, Finding Area and Distance, 3 Investigation 2, 34
29–30 Number Systems, 9 Investigation 3, 51
Investigation 2, 37–38, 41–42, Proof that "2 Is Irrational, 8 Investigation 4, 73
45–46 Rational and Irrational Technology, 13
Investigation 3, 55–56, 59–60, Numbers, 8
63–64, 67–68 Special Right Triangles, 7 Vocabulary, 12
Investigation 4, 77–78, 81–82, Square Root Versus Decimal
85–86, 89–90 Approximation, 8
Assignment Guides Square Roots, 4
At a Glance, 22, 26, 30, 38, 42, The Converse of the
46, 56, 60, 64, 68, 78, 82, 86, 90 Pythagorean Theorem, 7
Investigation 1, 16, 31 Using Squares to Find Lengths
Investigation 2, 34, 47 and Segments, 4
Investigation 3, 51, 69 Using the Pythagorean
Investigation 4, 73, 91 Theorem to Find Lengths, 6
Assessment Resources, 11, 13, 14 Mathematical Goals
Blackline Masters Investigation 1, 16
At a Glance Teacher Form, 113 Investigation 2, 34
Labsheets for Students, 99–112 Investigation 3, 51
Investigation 4, 73
Block Scheduling, 12
Unit Goals, 2
Connections to Other Units, 10
Correlations to Standardized
Tests, 14

8cmp06te_LPACK.qxd 2/9/06 3:38 PM Page 117
Team Credits Additional Credits

The people who made up the Connected Diana Bonfilio, Mairead Reddin, Michael Torocsik,
Mathematics 2 team—representing editorial, nSight, Inc.
editorial services, design services, and production
services—are listed below. Bold type denotes core Technical Illustration
team members. Schawk, Inc.
Leora Adler, Judith Buice, Kerry Cashman, Patrick
Culleton, Sheila DeFazio, Richard Heater, Barbara Cover Design
Hollingdale, Jayne Holman, Karen Holtzman, Etta tom white.images
Jacobs, Christine Lee, Carolyn Lock, Catherine
Maglio, Dotti Marshall, Rich McMahon, Eve
Melnechuk, Kristin Mingrone, Terri Mitchell,
Marsha Novak, Irene Rubin, Donna Russo, Robin
Samper, Siri Schwartzman, Nancy Smith, Emily
Soltanoff, Mark Tricca, Paula Vergith, Roberta
Warshaw, Helen Young
ACKNOWLEDGMENTS
Acknowledgments 117

Looking For Pythagoras The Pythagorean Theorem PDF

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Looking For Pythagoras The Pythagorean Theorem PDF

Uploaded by

Copyright:

Available Formats

8cmp06te_LPTOC.

qxd 2/9/06 2:50 PM Page viii

Looking For Pythagoras

viii Looking For Pythagoras

3 The Pythagorean Theorem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

Mathematical and Problem-Solving Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

4 Using the Pythagorean Theorem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73

Looking for Pythagoras

Goals of the Unit

Developing Students’ Mathematical Habits

• Is it appropriate and useful to use the

2 Looking for Pythagoras

preceding squares (in units) are 1, 2, 3, 4, "2, "5,

Using Squares to Find Lengths of Segments

4 Looking for Pythagoras

the segment as one side. The distance between the

Developing and Using A theorem is a general mathematical statement

6 Looking for Pythagoras

Suppose the hypotenuse fraction involves solving an equation. To convert

8 Looking for Pythagoras

Figure 1 Real numbers

Big Idea Prior Work Future Work

Understanding Representing fractions as Solving quadratic equations (Growing, Growing,

10 Looking for Pythagoras

Investigations and Pacing

Assessment: Check Up 1 day

Assessment: Partner Quiz 1 day

Assessment: Self Assessment Take Home

Assessment: Unit Test 1 day

For pacing with block scheduling, see next page.

Pacing for Block Scheduling (90-minute class periods)

Problem 1.1 1 day Problem 3.1 1 day

hypotenuse conjecture area perimeter

12 Looking for Pythagoras

For: Teacher Resources

Transparencies Formal Assessment Assessment Options

1 1.1, 1.2, 1.3, ✔ 1.1A, 1.1B, ✔

Also Available for Use With This Unit

Technology See also www.math.msu.edu/cmp for more

Ongoing Informal Assessment Formal Assessment

Looking Back and Looking Ahead At the end

Correlation to Standardized Tests

2 Squaring Off N2d ✔ ✔

3 The Pythagorean Theorem G3d

4 Using the Pythagorean Theorem G3d

14 Looking for Pythagoras

Mathematical and Summary of Problems

Problem 1.3 Finding Areas

All 4 days Centimeter rulers, calculators

16 Looking for Pythagoras

1.1 Driving Around Euclid

Goals The White House (Pennsylvania Ave. between

Investigation 1 Coordinate Grids 17

• Is there more than one way to follow a Suggested Questions Ask:

• Where in Euclid is the point (2, 14 )?

18 Looking for Pythagoras

• What information do you need to precisely

Investigation 1 Coordinate Grids 19

20 Looking for Pythagoras

Investigation 1 Coordinate Grids 21

ACE Assignment Guide 2. Pair 1: 4 blocks;

B. 1. Pair 1: Go north (up) 4 blocks.

22 Looking for Pythagoras